course handbook - university of west london hea... · academic practice (please see separate...

0 | P A G E

Course Handbook

Higher Education Academy Fellowships at UWL (non-credit bearing)

Institute for Teaching, Innovation and Learning (INSTIL)

1

Higher Education Academy

Fellowship at UWL

Course Handbook

AY 2014 - 2015

Version No 6 © UWL 2014

Institute for Teaching, Innovation and Learning (INSTIL)

2

Higher Education Fellowships at UWL (non-

taught)

Handbook

Contents

Page No.

Section 1 Key Information

1.1 Welcome 4 1.2 Acknowledgements 4 1.3 Key Contacts 5 1.4 Overview of the process 5 Dates for HEA panels The Recognition panel

8 9

Section 2 Principles behind the Fellowship Provision

2.1 Introduction 10 2.2 The UK Professional Standards Framework 11 2.3 Descriptors 13

Section 3 Building a Case for Fellowship

3.1 Introduction

16

3.2 Presenting an Oral Case for Fellowship 16 3.3 Presenting a Written Case for Fellowship 16 3.4 Reflective Account of Practice (RAP) 16 3.5 Your Case Studies 18 3.6 Record of Educational Impact (REI) 20 3.7 Examples of Evidence 20 3.8 References 22 3.9 Suggested Reading 22 Appendix I Registration of Interest

28

Appendix II Submission Documents 30

4

Key Information

1.1 Welcome

This handbook outlines how academic and academic related staff at the University of West London (UWL) can gain Fellowship of the Higher Education Academy (HEA) through an accredited, non-credit bearing route.

This route is only available to academic members of staff who have taught for more than five years in UK Higher Education. If you have taught for less than five years, you will be required to complete the Postgraduate Certificate in Academic Practice (please see separate handbook for this course). This handbook takes you through the procedure for building a case for Fellowship and guides you through the process. INSTIL look forward to working with you. On behalf of the team

Jannie Roed

1.2 Acknowledgements

INSTIL would like to extend its thanks to Dr Dilly Fung from the University of Exeter, Mr Richard Brawn, Senior Advisor, from the Higher Education Academy, Liz Shrives, and colleagues from the Open University, University of Essex and Canterbury Christ Church University for their contributions to this provision. This handbook is meant to guide members of staff through the recognition process at UWL. Some of the information and examples of what can be included in a submission have been copied from the HEA guidance documents on how to prepare a submission through the direct route. Please see http://www.heacademy.ac.uk/professional-recognition

Section

1

http://www.heacademy.ac.uk/professional-recognition

5

1.3 Key contacts

The Higher Education Academy Fellowship provision at UWL is led by INSTIL which is based at PH401, Paragon House, Brentford. The programme is overseen by Jannie Roed (020 8231 2448; [email protected]) and the administrator is Jane Barry (020 8231 2690; [email protected])

1.4 Overview of the process

Although the ultimate aim of the provision outlined in this handbook is to gain Fellowship status of the HEA, it also allows you to reflect upon your own professional practice, enhance your engagement with learning and teaching and help you consider and plan your academic career. The provision offered is accredited by the HEA and is therefore closely aligned with the UK Professional Standards Framework (UKPSF). The UKPSF has four categories of Fellowship: Associate Fellowship, Fellowship, Senior Fellowship and Principal Fellowship. The UWL provision offers you a way in which you can gain recognition of your professional practice by the Higher Education Academy by building a case for Fellowship, Senior Fellowship or Principal Fellowship and present it to a panel of peers. Please note: If you aim for Associate Fellowship only, you will need to complete the taught 20 credits level 7 course Supporting Student Learning. This course is available as blended learning.

How do I get started?

INSTIL runs introductory workshops throughout the academic year. They take place 2.00pm-4.00pm on the following dates: 23

rd September 2014, 12

th

October 2014, 11th

November 2014, 22nd

January 2015, 18th

February 2015, 9

th March 2015, 23

rd April 2015, and 12

th May 2015.

Once you have attended a workshop, you will be invited to complete a Registration of Interest form (Appendix I) and return it to Jane Barry in INSTIL. The form can be downloaded from the INSTIL intranet site or obtained by contacting Jane Barry. This form only serves an administrative purpose. It makes it possible for INSTIL to know how many colleagues are preparing for Fellowship and organise for panels accordingly.

Which category of Fellowship am I eligible for?

At the introductory workshop you would normally have identified which category of Fellowship you are eligible for. It is important to note that the category of Fellowship does not necessarily reflect academic qualifications or seniority. Instead, your category of Fellowship will be guided by your role and your engagement with learning and teaching agendas – institutionally, nationally and internationally.

mailto:[email protected]


6

Ideally, building a case for Fellowship should be an integral part of academic staff’s annual Performance Review and Development (PRD). Basically, if you apply for Fellowship you will focus on how you work with your students. If you apply for Senior Fellowship you will focus on how you work with staff (mentorship and leadership), how you disseminate good practice and how you promote the UKPSF amongst your colleagues. If you apply for Principal Fellowship, you need to demonstrate impact in the field of learning and teaching – institutionally, nationally and internationally. Please refer to section 2.3 for further details. Please note: When building a case for Fellowship you must use examples from your practice based on teaching and learning at level 4 or above.

What kind of support can I expect?

Staff in INSTILL are willing to read draft submissions and give feedback on them before the final submission. All submissions are also peer reviewed by at least one other colleague before being presented to a panel. You can also ask to be allocated a mentor from your own School who will support you. If you want to work with a mentor, please contact Jannie Roed ([email protected]; ex 2448)

How long will it take me?

Once members of staff submit a Registration of Interest Form they are normally expected to complete the recognition process within 12 months. If you are unable to meet the deadline, please inform INSTIL as soon as possible.

Should I opt for written or oral presentation of my case for

Fellowship?

Participants can present their case to the recognition panel in written form or orally. Please note that INSTIL strongly recommend that you present your case orally. There are two reasons for this. First, it is usually easier for colleagues to bring out their enthusiasm for their teaching in a presentation rather than on paper. Second, if the panel have any additional questions these can be answered there and then, rather than having to re-work a written application and re-submit. Whether you choose to do a written application or a presentation you must complete and hand in a Submission Document (please see appendices at the end of this handbook) and the required number of references to INSTIL about four weeks before the date of the panel.

The oral presentation When making an oral application, members of staff must submit a summary of their presentation (max 500 words to be included in the INSTIL Submission Document). Members of staff who are applying for Fellowship or Senior


7

Fellowship will prepare a presentation of maximum 20 minutes. Members of staff who are applying for Principal Fellowship will prepare a presentation of maximum 30 minutes. The presentation can be in whatever format they wish based around the typical activities for the fellowship category they are applying for. The presentation must refer to all the Areas of Activity, Core Knowledge and Professional Values stated in the UKPSF, making sure that you address all the criteria of the category of Fellowship you are aiming for. After the presentation the recognition panel may ask questions for about 10-20 minutes.

The written submission If members of staff choose to submit a written application they need to write a narrative around their academic practice which is closely aligned to the descriptors for the category they wish to apply for. The narrative may be focused on one or more examples from their academic practice or on separate activities or initiatives. The narrative must be supported by evidence in the form of concrete examples from your teaching practice. When submitting their written application, members of staff must provide a 500 words summary of their written narrative (to be included in the INSTIL Submission Document) or a 500 word summary of the presentation.

Please note: For both the written and oral presentation you must provide evidence that you have engaged with research and scholarship in the field of teaching and learning. You must be able to articulate the educational philosophy and values underpinning your teaching practice.

What will my submission look like?

We expect submissions to vary considerably depending on the category of Fellowship applied for, discipline end personal approach. However, participants are expected to present reflective narratives of their own practice supported by evidence. All submissions will include a Reflective Account of Practice (RAP) outlining your career as a teacher in Higher Education, your values and your educational philosophy underpinning your practice – this forms part of the INSTIL Submission Document. All submissions will also include examples from your academic practice evidencing your claim of meeting the chosen descriptor and signposting how you cover all three dimensions of the UKPSF. Submissions should also include references to scholarly literature. If you apply for Principal Fellowship you will also need to include a reflective Record of Educational Impact (REI). All submissions must be accompanied by the INSTIL submission document (Appendix II) and the appropriate number of references. A 500 words summary of the submission must be included in the INSTIL submission document together with a rough mapping of where in the submission the three dimensions of the framework are met.

8

How long should my case for Fellowship be?

The word length for a written submission for Fellow is a minimum of 3,000 words and a maximum 3,500 words (excluding references). The word length for a written submission for Senior Fellow is a minimum of 3,000 words and a maximum 3,500 words (excluding references). The word length for a written submission for Principal Fellow is minimum 4,000 words and maximum 4,500 words (excluding references). The length of your oral presentation is maximum 20 minutes (Fellow and Senior Fellow) followed by 10-15 minutes discussion and maximum 30 minutes (Principal Fellow) followed by 15-20 minutes questions and answer.

Who will assess my submission?

Your submission will be supported by referees chosen by the applicant and an independent recognition peer panel. As part of the submission for Senior Fellowship, applicants need to provide references from TWO colleagues who can comment on the work presented in the submission. One of the referees must be at least a Fellow of The Higher Education Academy. Members of staff who make submissions for Principal Fellowship must provide THREE references, of which one must at least be Fellow of the Higher Education Academy and one must be from a higher education institution other than the University of West London.

When will the assessment panel meet?

Panel meeting Deadline for peer

review (mandatory)

Deadline for final

submission (including

all references)

9th October 2014 9

th September

2014 29

th September 2014

13th November 2014 13

th October 2014 3

rd November 2014

8th December 2014 10

th November 2014 28

th November 2014

20th January 2015 19

th December 2014 9

th January 2015

17th February 2015 16

th January 2015 6

th February 2015

3rd March 2015 3

rd February 2015 25

th February 2015

7th April 2015 6

th March 2015 27

th March 2015

15th May 2015 16

th April 2015 4

th May 2015

15th June 2015 15

th May 2015 5

th June 2015

7th July 2015 8

th June 2015 26

th June 2015

Please note that submissions will not be accepted unless they

have been peer reviewed.

9

The recognition panel

The recognition peer panel consists of two external academic developers, one internal member of staff and an internal Chair. The external members for 2014-2015 are:

Penny Burden, Principal Lecturer, Centre for Higher Education Research and Practice, Kingston University.

Dr John Lea, Assistant Director for Learning and Teaching, Canterbury Christ Church University

Dr Simon Walker, Head of Educational Development, University of Greenwich

Dr Digby Warren, Head of Centre for the Enhancement of Learning and Teaching, London Metropolitan University Internal panel members for the academic year 2014-2015 are: Charmagne Barnes, Nursing, Midwifery and Healthcare Dr Phillip Elliot -Wright, Ealing Law School Dr Panagiotis Fotaris, School of Computing and Technology Dr Paul Fidgeon, Hospitality and Tourism Marta Firestone, Institute for Teaching, Innovation and Learning (INSTIL) Gavin Lewes, Ealing School of Art, Design and Media Dr Paul Lohneis, Ealing School of Art, Design and Media Jo Lozinska, Careers Siobhan Lynam, School of Psychology and Social Work Dr Clive Marsland, Head of Quality Laila Petersen, Nursing, Midwifery and Healthcare Ray Stanley, Ealing School of Art, Design and Media Tina Stern, Nursing, Midwifery and Healthcare Dr Julia Townshend, School of Psychology and Social Work Dr Swapna Williamson, Nursing, Midwifery and Healthcare See-Wing, Hospitality and Tourism Peer reviewers for the academic year 2014-2015 are: Dr Moira Cachia, School of Psychology and Social Work Michael Garaway, Claude Littner Business School Dr Jannie Roed, Institute for Teaching, Innovation and Learning (INSTIL) Sheena Simpson, Nursing, Midwifery and Healthcare Ray Stanley, Ealing School of Art, Design and Media Tina Stern, Nursing, Midwifery and Healthcare Dr Swapna Williamson, Nursing, Midwifery and Healthcare See-Wing, Hospitality and Tourism

10

Section

2

Principles behind the Fellowship Provision

2.1 Introduction

The Higher Education Academy Fellowship provision at UWL consists of a taught, credit-bearing element (the Supporting Student Learning module and the Postgraduate Certificate in Academic Practice) and a non-credit element where participants work independently on building their case for Fellowship. The provision is closely aligned with the UK Professional Standards Framework (UKPSF), and all aspects of the provision are underpinned by the framework’s four professional values. Whether you are aiming at Associate Fellowship, Fellowship, Senior Fellowship or Principal Fellowship, you will need to demonstrate that you:

1. Respect individual learners and diverse learning communities 2. Promote participation in higher education and equality of opportunity for

learners 3. Use evidence-informed approaches and the outcomes from research,

scholarship and continuing professional development 4. Acknowledge the wider context in which higher education operates,

recognising the implications for professional practice. The assignments for the taught modules as well as the cases you will be preparing for the non-taught provision will all be based on reflection on your own practice. The reflective cycle will often follow the process outlined below based on Kolb’s model of experiential learning:

11

Another way of thinking reflectively about your work is to think about

1. What do I do? 2. How do I do it? 3. Why do I do it in this way? 4. How do I know that what I do is effective in helping students learn?

When building your case for Fellowship you will need to demonstrate knowledge of and critical appraisal of appropriate literature and research into learning and teaching within your discipline.

2.2 The UK Professional Standards Framework

Aims of the framework

The UK Professional Standards Framework (UKPSF):

1. Supports the initial and continuing professional development of staff engaged in teaching and supporting learning

2. Fosters dynamic approaches to teaching and learning through creativity, innovation and continuous development in diverse academic and/or professional setting

3. Demonstrates to students and other stakeholders the professionalism that staff and institutions bring to teaching and support for student learning

4. Acknowledges the variety and quality of teaching, learning and

4.Experience of an

event/situation

Did my changes

work?

3.Action plan:

preparing for next

similar experience

What can I do to

change what

happened? 2.Analysis and

generalisation: making

sense and finding

relationships

Why did it happen?

1.Description of an

event/situation

What happened?

12

assessment practices that support and underpin student learning

5. Facilitates individuals and institutions in gaining formal recognition for quality-enhanced approaches to teaching and supporting learning, often as part of wider responsibilities that may include research and/or management activities

Dimensions of the framework

There are three dimensions to the UKPSF, Areas of Activity, Professional Values and Core Knowledge. Below is a diagram showing the three dimensions with the specific aspects included in each dimension.

Areas of Activity:

A1 Design and plan learning activities and/or programmes of study A2 Teach and/or support learning A3 Assess and give feedback to learners A4 Develop effective learning environments and approaches to student support and guidance A5 Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research scholarship and the evaluation of professional practice Core Knowledge

K1 The subject material K2 Appropriate methods for teaching and learning in the subject area and at the level of the academic programme K3 How students learn, both generally and within their subject/disciplinary area(s) K4 The use and value of appropriate learning technologies K5 Methods for evaluating the effectiveness of teaching K6 The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching.

13

When applying for Senior Fellowship or Principal Fellow of the HEA you need to build a case in support of your application. In such cases applicants will need to ensure that they map their activities against appropriate aspects in each dimension. Each category of Fellowship will be aligned to a descriptor, each of which is outlined in the next section.

Please note that mapping does not mean that you provide a tick-box showing where in your submission you meet the dimensions. Instead you are encouraged to present one or more case studies from your practice in which you can show that you have engaged or are engaging with the dimensions. You will then use your evidence to support your case studies.

2.3 Descriptors

Descriptor 2 – Fellow

A Fellow of the HEA must be able to: Demonstrate a broad understanding of effective approaches to teaching and learning support as key contributions to high quality student learning. Individuals should be able to provide evidence of:

Successful engagement across all five Areas of Activity

Appropriate knowledge and understanding across all aspects of Core Knowledge

A commitment to all the Professional Values

Professional values

V1 Respect individual learners and diverse learner communities V2 Promote participation in higher education and equality of opportunity for learners V3 Use evidence-informed approaches and the outcomes from research. Scholarship and continuing professional development V4 Acknowledge the wider context in which higher education operates, recognising the implications for professional practice

14

Successful engagement in appropriate teaching practices related to the Areas of Activity

Successful incorporation of subject and pedagogic research and/or scholarship within the above activities, as part of an integrated approach to academic practice

Successful engagement in continuing professional development in relation to teaching, learning, and assessment, and, where appropriate, related professional practices.

Normally early career academics will have completed the Postgraduate Certificate in Academic Practice (or equivalent). This is a taught 60 credits course at level 7 which is accredited by the Higher Education Academy. On successful completion, participants become eligible for Fellowship. It is envisaged that a small number of staff will build cases for Fellowship instead of completing the mandatory PGCert in Academic Practice. However, there may be a few members of staff who have taught in UK higher education for many years without having had opportunities for management, supervision or mentoring. Such staff would typically be eligible for Fellowship.

Descriptor 3 – Senior Fellow

A Senior Fellow of the HEA must be able to:

Demonstrate a thorough understanding of effective approaches to teaching and learning support as a key contribution to high quality student learning. Individuals should be able to provide evidence of

Successful engagement across all five Areas of Activity

Appropriate knowledge and understanding across all aspects of Core Knowledge

A commitment to all the Professional Values

Successful engagement in appropriate teaching practices related to the Areas of Activity

Successful incorporation of subject and pedagogic research and/or scholarship within the above activities, as part of an integrated approach to academic practice

Successful engagement in continuing professional development in relation to teaching, learning, and assessment, and, where appropriate, related professional practices.

Successful coordination, support, supervision, management and/or mentoring of others (whether individuals and/or teams) in relation to teaching and learning.

It is expected that most of the initial submissions at UWL will be for Senior Fellowship of the Higher Education Academy. This category is aimed at

15

experienced staff who can demonstrate responsibilities for leading, managing and organising courses and/or who have mentored or supervised colleagues.

Descriptor 4 – Principal Fellow

A Principal Fellow of the HEA must be able to:

Demonstrate a sustained record of effective strategic leadership in academic practice and academic development as a key contribution to high quality student learning. Individuals should be able to provide evidence of:

Active commitment to and championing of all Dimensions of the Framework, through work with students and staff, and in institutional development

Successful strategic leadership to enhance student learning, with a particular, but not necessarily exclusive focus on enhancing teaching quality in institutional, and/or (inter)national settings

Establishing effective organisational policies and/or strategies for supporting and promoting others (e.g. through mentoring, coaching) in delivering high quality teaching and support for learning

Championing, within institutional and/or wider settings, an integrated approach to academic practice (incorporating, for example, teaching, learning, research, scholarship, administration etc.)

A sustained and successful commitment to, and engagement in, continuing professional development related to academic, institutional and/or other professional practices

Staff who prepare submissions for Principal Fellowship will be highly experienced practitioners who play a strategic role within their institution or have a strong national or international teaching profile. They may be involved in policy formation in relation to learning and teaching and/or implementation of such policies. Members of staff who aim for Principal Fellowship must show evidence of impact – preferably beyond their own institution.

16

Building a Case for Fellowship

3.1 Introduction

UWL does not want to prescribe a format for your submission so any submissions which meet the requirements of the provision will be processed. However, in this section we outline an example of how a submission can be put together.

Roughly speaking, a case for Fellowship will focus on how you work with your students; a case for Senior Fellowship will focus on how you work with colleagues (mentoring and leadership); a case for Principal Fellowship will focus on educational impact and strategic leadership.

3.2 Presenting an Oral Case for Fellowship

When presenting your case to the panel make sure that you organise your presentation closely around the criteria for the category of Fellowship you are applying for. The recognition panel will need to be satisfied that you meet all the criteria in order to award you fellowship.

Take care NOT to provide the panel with an extended CV and your job description. The panel is interested in your teaching and learning practice, so make sure that you provide examples from your practice that underpin your claim for Fellowship. You will not have time to discuss all aspects of your teaching career so make sure that you select appropriate examples to present as evidence.

3.3 Presenting a Written Case for Fellowship

The same principles apply for written applications as for oral ones. Make sure that your case for fellowship addresses all the criteria for the fellowship you are applying for. Make sure that you choose appropriate examples from your academic practice as evidence.

3.4 Reflective Account of Practice (RAP)

In your Reflective Account of Practice (RAP) you should focus on education, training and experiences which have contributed to your professional development as a teacher/mentor/academic leader. In other words, you are

Section

3

17

reflecting on your journey as a teacher and learner to where you are today. You should include activities which have influenced you in the way you engage in your academic practice. Although you are likely to be outlining your career history in this section you should focus on your current role and activities in the past three years. Examples of aspects you may include in your RAP:

1. Career milestones in relation to learning and teaching - roles and responsibilities in relation to learning, teaching and

student support - qualifications obtained

2. Research, scholarship and/or professional practice - publications and presentations relating to learning and teaching - incorporation of research and scholarship into teaching and

supporting student learning - links with professional bodies and wider communities

3. Involvement in teaching and learning activities

- funded projects (institutional/national) - small to medium scale investigations and awards - collaboration with professional bodies - development and implementation of national learning and teaching

agendas such as internationalisation, employability, flexible learning etc.

- dissemination of learning and teaching related expertise

4. Recognition and awards - teaching prizes, fellowships, institutional awards for innovation - professional body recognition

5. Collaboration

- advisory, support, co-ordination roles in teaching and supporting learning

- leadership and management roles

6. Educational and staff development activities - mentor roles in professional development for new and

inexperienced members of staff - learning and teaching workshops and seminars - contribution to the PGCert in Academic Practice - relevant publications

7. Leadership, management and organisational roles

- active on the Learning, Teaching and Assessment Committee - active on the Learning, Teaching and Assessment Network - programme design, approval and review process - quality assurance roles and responsibilities - Field leadership and course leadership

18

When writing your RAP please make sure that it is a coherent narrative where you give account of your activities and the values that underpin them. As you write your account you can cross-reference to the three dimensions in the UPPSF to make sure that you cover all of them. Please make sure that you clearly articulate your educational philosophy and the values underpinning your practice in your RAP.

3.5 Your Case Studies

Fellowship

This category requires you to demonstrate achievement and success in all the Dimensions of the Framework – i.e. the Areas of Activity, Core Knowledge and Professional Values. You will need to incorporate relevant subject and pedagogic research and/or scholarship in your approaches. How you evidence this will be dependent on the context in which you are working, the nature of the subject, discipline or profession in which you teach, and the expectations of the institution in which you work.

You should aim to include example(s) of your use of/commitment to each element of the Professional Values and Core Knowledge throughout your account/presentation.

Ensure you provide reasons for the choice of activities you describe, and demonstrate that you reflect on your teaching practice and the students’ learning experience.

Senior Fellowship Your case studies should provide reflective accounts of aspects of your practice which:

Have had a significant impact upon the co-ordination, support, supervision, management and/or mentoring of others (whether individuals and/or teams), in relation to teaching and learning

Demonstrate your sustained effectiveness in relation to teaching and learning and that you meet the criteria for Senior Fellowship. You should clearly demonstrate an integrated and reflective approach to academic practice that incorporates research, scholarship and/or professional practice. Aspects for inclusion in this section might include:

Developing quality enhancement

19

- how you place learning and teaching and the student experience at the heart of your academic practice

- ways you interact with others to ensure appropriate alignment of teaching, learning and assessment practices

- how you ensure that student learning within the context of your responsibilities is enriched by disciplinary and pedagogic research, scholarship and professional practice (your own and that of others)

- ways you have fostered dynamic approaches to teaching and learning through creativity and innovation

Supporting other colleagues

- how you have supported other colleagues to enhance their practices

- specific examples of how you have enhanced academic practice through co-ordinating/managing others

- your roles in teaching and learning projects and initiatives at departmental, institutional or wider HE context

Sustained engagement with educational and staff development

- staff development activities you have facilitated (informal and formal) that enhance your colleagues’ abilities to meet the dimensions of the UKPSF

- how your contributions have promoted the student learning experience through professional development of staff under your influence and guidance. For example, through informal or formal mentoring arrangements

- how you have disseminated your knowledge and skills in teaching and supporting learning to audiences within, and external to your institution

Evaluation of academic practice

- steps taken to develop your own practice and how you have used your own experience to enable others to reflect on and critique their own practice

- how you support, encourage and implement evaluation processes designed to enhance the student learning experience

Principal Fellow

When preparing your case for Principal Fellowship your evidence should:

Be drawn from a broad range of experiences and activities;

Show clearly how you have met the requirements of each of the five Principal Fellow Descriptors;

Be underpinned by and make clear how you apply and/or champion the Core Knowledge and Professional Values in carrying out the Areas of Activity set out in the UKPSF;

20

Include examples of appropriate research and scholarly activity and of the leadership, management and administration of academic provision and support;

Cover activity within your institution or wider (inter)national settings;

Draw on and reference to the examples from your REI;

Show how any direct teaching and supporting learning that you still do (for example in running training and development events for staff or providing one to one mentoring and support) is fully informed by the Dimensions of the UKPSF;

Be a personal account focussing throughout on your own professional practice and decision-making;

Where you are describing team or institution wide activities ensure that you make clear your own specific contribution.

Your Reflective Account of Your Practice (RAP) will be designed around case studies of a series of activities and closely linked to your Record of Educational Impact (REI).

3.6 Record of Educational Impact (REI)

When applying for Principal Fellowship, impact is the key factor. You will need to provide evidence that show how your initiatives and/or activities have influenced colleagues, students and/or higher education institutions nationally and/or internationally. You can find a template for your REI in Appendix III in this Handbook. The activities you choose to include in your REI should be linked to your case studies narrative. Your referees should also comment on your REI.

3.7 Examples of Evidence

When preparing your case for Fellowship you will need to include evidence in support of your claims which really means concrete examples from your practice. You will also need to demonstrate that you are familiar with pedagogic principles and learning theories. At the end of this Handbook you will find suggestions of some literature that you may find useful. Please note: If you are preparing a case for Principal Fellowship, it is essential that you can demonstrate and evidence impact – impact on colleagues, impact on the shaping of policies or implementation of teaching and learning agendas, impact on pedagogical developments within your field/discipline, etc.

21

Below are examples of evidence that can be used to support an

application/case. The list is not exhaustive. Category Evidence/activities

Principal

Fellow Holding a National Teaching Fellowship

Developing and implementing institutional/national/international strategies relating to L&T

Presenting at national and international conferences and seminars on aspects of L&T

Facilitating external workshops on L&T or educational leadership

External academic engagement which has an impact on L&T communities, such as: - Organising external networks - Journal editing - Organising conferences that have an impact on the student

experience (through L&T or through integrating research into the L&T agenda)

Consultancy relating to L&T - acting as an Associate of the HEA - acting as a discipline expert at validation events where you would

be commenting on the curriculum

Acting as a referee for Fellowship applications

Active on the Learning, Teaching and Assessment Committee

Active on the Learning, Teaching and Assessment Network

Collaborative research/scholarship projects with national or international partners.

External reviewer for journals

Leading on strategic implementations of policies/initiatives

Senior

Fellow Holding a National Teaching Fellowship

Internal examining

External examining

Doctoral supervision

Mentoring colleagues

Acting as a referee for Fellowship applications

Contributing to the annual L&T conference

Completing courses – accredited or non-accredited – in aspects of L&T

Establishing T&L internal networks

Curriculum development and review

Presenting at the annual colloquium

Engagement with one or more of the technology –enhanced user groups

Contributing to the Learning and Teaching Series

Facilitating one or more research seminars

Presenting at the Monday Interdisciplinary Seminars

Teaching Fellowship

Teaching Awards

Contributing to the PGCert in Academic Practice

Acting as panel member for Senior Fellowship applications

Contributing to validation events

Completion of credit bearing courses in learning and teaching such as the UWL SEDA accredited course in Postgraduate Supervision

Please note: It is NOT enough to present a folder with pieces of evidence. The evidence will need to be accompanied by a narrative linking your activities together in a coherent form, clearly indicating where and how you meet the appropriate descriptors.

22

Your subject research should only be included where it is focused on the pedagogy of your subject. Similarly, managerial roles are only relevant where they are related strategically to teaching and supporting learning agendas.

3.8 References

The submission for Fellow and Senior Fellow must include references from TWO colleagues who are able to comment on your work and support your application – one of whom is at least a Fellow of the HEA. The submission for Principal Fellow must include references from THREE colleagues who are able to comment on your work and support your application. All three referees must be able to comment on your impact within the field of learning and teaching in higher education. At least one must be at least a Fellow of the HEA and one must be from a higher education institution other than UWL.

References must be taken seriously. These references must demonstrate that your colleagues support your application. Referees must read your submission document closely and comment on the case you have presented. Also, the referees must relate your application to the UKPSF. If colleagues have not engaged with the UKPSF they should not agree to be referees. References will also be scrutinised during the peer review of the application and may be returned if not suitable.

Detailed information about the role as a reviewer can also be found on the Higher Education Academy’s web-site http://www.heacademy.ac.uk/

3.9 Suggested Reading

Academic practice

Clegg, S. and Rowland, S. (2010) Kindness in pedagogical practice and academic life. British Journal of Sociology of Education 32(6), 719-735. Fry, H, Ketteridge, S & Marshall, S (2009) (3

rd Ed) A Handbook for Teaching & Learning

in Higher Education London: Kogan Page. Harland, T. and Staniforthb, D. (2011) Academic Development as Academic Work. International Journal for Academic Development, 8(1-2), 25-35 Knight, P (2002) Being a Teacher in Higher Education SRHE and Open University Press.

http://www.heacademy.ac.uk/

23

Neumann, A. (2006) Professing Passion: Emotion in the Scholarship of Professors at Research Universities. American Educational Research Journal 43(3), 381-424. Rowland, S. (2003) Academic Development: A Practical or Theoretical Business? In H. Eggins, and R. Macdonald The Scholarship of Academic Development. Buckingham: SRHE and Open University, 13-22. Rowland, S. (2008) Collegiality and intellectual love. British Journal of Sociology of Education 29(3), 353-360. Wenger, E (1998) Communities of Practice: Learning, Meaning and Identity. New York: Cambridge University Press.

Academic identities

Clegg, S. (2009) Forms of knowing and academic development practice. Studies in Higher Education 34(4), 403-416. Clegg, S. (2008a) Femininities/masculinities and a sense of self: thinking gendered academic identities and the intellectual self. Gender and Education 20(3), 209-221. Clegg, S. (2008b) ‘Academic identities under threat?’ British Educational Research Journal 34(3), 329-345. Fanghanel, J. (2012) Being an academic. London and New York: Routledge.

Action learning

Bourner, T. (2011) Developing self-managed action learning (SMAL). Action Learning: Research and Practice 8:2, 117-127. Johnson, C. (2010) A framework for the ethical practice of action learning. Action Learning: Research and Practice 7(3), 267-283.

Assessment

Crossouard, B. (2011). The doctoral viva voce as a cultural practice: the gendered production of academic subjects. Gender and Education 23(3), 313-329. See also the following academic journals for up-to-date research: Assessment in Education Assessment and Evaluation in Higher Education Educational Assessment

Emotions in learning

Ahmed, S. (2004) The Cultural Politics of Emotion. Edinburgh: Edinburgh University Press.

24

Beard, C., Clegg, S. and Smith, K. (2007) Acknowledging the Affective in Higher Education. British Educational Research Journal 33(2), 235-252. Blackmore, J. (1996) Doing ‘Emotional Labour’ in the Education Market Place: stories from the field of women in management. Discourse: studies in the cultural politics of education. 12(3), 337-349. Bellas, M. L. (1999) Emotional Labor in Academia: The Case of Professors. The ANNALS of the American Academy of Political and Social Science, 561, 96-110. Ecclestone, K., Hayes, D. and Furedi, F. (2005) Knowing me, knowing you: The rise of therapeutic professionalism in the education of adults. Studies in the Education of Adults 37(2), 182-200. Ecclestone, K. (2007) Resisting images of the ‘diminished self’: the implications of emotional well-being and emotional engagement in education policy. Journal of Education Policy 22(4): 455-470. Ecclestone, K. and Hayes, D. (2009) The Dangerous Rise of Therapeutic Education. London and New York: Routledge. Gorton, K. (2007) Theorizing emotion and affect: Feminist engagements. Feminist Theory 8, 333-348. Hey, V. (2004) Perverse Pleasures – Identity Work and paradoxes of greedy institutions. Journal of International Women’s Studies, 5(3): 33-43. Available on http://www.bridgew.edu/soas/jiws/May04/Hey.pdf [accessed 24th October 2010]. Hey, V. and Leathwood, C. (2009) Passionate Attachments: Higher Education, Policy, Knowledge, Emotion and Social Justice. Higher Education Policy 22, 101-118. Horsfall, D. (2008) Bearing witness: toward a pedagogical practice of love. Reflective Practice, 9(1), 1-10. Jackson, C. (2010) Fear in Education Educational Review 62(1), 39-52. Koster, S. (2011) The self-managed heart: teaching gender and doing emotional labour in a higher education institution. Pedagogy, Culture & Society 19(1), 61-77. Leathwood, C., and Hey, V. (2009) Gender/ed discurses and emotional sub-texts: theorising emotion in UK higher education. Teaching in Higher Education 14(4), 429-440. McWilliam, E. (1996) Touchy Subjects: a risky inquiry into pedagogical pleasure. British Educational Research Journal 22(3), 305-317. Morley, L. (1998) All you need is love: feminist pedagogy for empowerment and emotional labour in the academy. International Journal of Inclusive Education. 2(1): 15-27.

Diversity

Ellis, S. (2009) Diversity and inclusivity at university: a survey of the experiences of lesbian, gay, bisexual and trans (LGBT) students in the UK. Higher Education 57:

http://www.bridgew.edu/soas/jiws/May04/Hey.pdf

25

723-739. Grant, B. and McKinley, E. (2011) Colouring the pedagogy of doctoral supervision: considering supervisor, student and knowledge through the lens of indigeneity. Innovations in Education and Teaching International 48(4), 377-386. Macfarlane, B (2004) Teaching with Integrity: the ethics of higher education practice London: RoutledgeFalmer McKinley, E., Grant, B., Middleton, S., Irwin, K. And Williams, L. (2009) Supervision of Mãori doctoral students: A descriptive report. MAI Review, 2009, 1, Article 6. Available on http://www.review.mai.ac.nz Accessed on 28

th May 2012

Morley, L. (2011) Employability, equity and elite formation. Higher Education Forum, 75-91. Redmond, P (2003) “I just thought it was for people with loads of money.” Experiences and aspirations of widening participation participants. Paper from resources at www.heacademy.ac.uk Yorke, M (2002) Academic Failure: A retrospective View of Non-completing Participants. In Peelo, M & Wareham, T (eds) Failing Participants in Higher Education Buckingham: SRHE & OU Press

Higher education and neo-liberalism

Gill, R. (2010) Breaking the silence: the hidden injuries of the neoliberal university. In R. Ryan-Flood and R. Gill (Eds.) Secrecy and Silence in the Research Process. Feminist Reflections. London and New York: Routledge, 228-244. Hey, V. (2011) Affective asymmetries: academics, austerity and the mis/recognition of emotion. Contemporary Social Science 6(2), 207-222. Manathunga, C. (2012) ‘Team’ supervision. New positions in doctoral education pedagogies. In A. Lee and S. Danby (Eds.) Reshaping Doctoral Education. International approaches and pedagogies. London and New York: Routledge, 42-55. Morley, L. (2012) Researching absences and silences in higher education: data for democratisation. Higher Education Research and Development 31(3), 353-368. Morley, L. (2003) Quality and Power in Higher Education. Oxford: SRHE and Open University Williams, J. (2011) Constructing consumption: what media representations reveal about today’s students. In M.Molesworth, R. Scullion, and E. Nixon (Eds.) The Marketisation of Higher Education and the Student as Consumer. London and New York: Routledge, 170-182.

Higher education in a global context

Altbach, P.G., Reisberg, L. and Rumbley, L. (2009) Trends in Global Higher Education: Tracking an Academic Revolution. A Report Prepared for the UNESCO 2009 World Conference on Higher Education. United Nations Educational, Scientific and Cultural Organisation. Published with support from SIDA/SAREC. Available on http://unesdoc.unesco.org/images/0018/001832/183219e.pdf Accessed on 28

th

http://www.review.mai.ac.nz/

http://www.heacademy.ac.uk/

http://unesdoc.unesco.org/images/0018/001832/183219e.pdf%20Accessed%20on%2028th%20May2012

26

May2012 Bologna (2010) Bologna beyond 2010. Report on the development of the European Higher Education Area. Available on http://www.ehea.info/Uploads/Irina/Bologna%20beyond%202010.pdf Accessed 28

th

May 2012. Brown, P., Lauder, H. and Ashton, D. (2011) The Global Auction. The broken promises of education, jobs and incomes. Oxford: Oxford University Press. Lauder, H. (2011) Education, economic globalisation and national qualifications framework. Journal of Education and Work 24(3-4), 213-221. Molesworth, M, Scullion, R. and Nixon, E. (Eds.) (2011) The Marketisation of Higher Education and the Student as Consumer. London and New York: Routledge, Peters, M. (2007) Higher Education, Globalisation, and the Knowledge Economy. Ubiquity 8(18), 1-27.

Learning technology

Laurillard, D. (2012) Teaching as a Design Science: Building Pedagogical Patterns for Learning and Teaching. London and New York: RoutledgeFalmer. Laurillard, D. (2001) Rethinking University Teaching: A Conversational Framework for the Effective Use of Learning Technologies. London and New York: RoutledgeFalmer Salmon, G. (2011) E-moderating. The Key to Teaching and Learning. London and New York: RoutledgeFalmer Salmon, G. (2002) E-Tivities: The Key to Active Online Learning. London and New York: RoutledgeFalmer

Reflection

Clegg, S. (2003) ‘Problematising ourselves: continuing professional development in higher education.’ International Journal for Academic Development 8(1), 37-50. Clegg, S., Tan, J. and Saeidi (2002) Reflecting or Acting? Reflective Practice and Continuing Professional Development in Higher Education. Reflective Practice, 3(1), 131-146. Clegg, S. (2000) Knowing through reflective practice in higher education. Educational Action Research, 8(3), 451-469. Moon, J. (2004) A Handbook of Reflective and Experiential Learning. London and new York: RoutledgeFalmer

Researching own practice

Drake, P. and Heath, L. (2011) Practitioner Research at Doctoral Level. Developing coherent research methodologies. London and New York: Routledge. Sikes, P. and Pott, A. (2008) Researching Education from the Inside: Investigating from within. London and New York: RoutledgeFalmer.

http://unesdoc.unesco.org/images/0018/001832/183219e.pdf%20Accessed%20on%2028th%20May2012

http://www.ehea.info/Uploads/Irina/Bologna%20beyond%202010.pdf

27

Fox, M., Martin, P. and Green, G. (2007) Doing Practitioner Research. London: Sage Publications.

Research supervision

Ahern, K. and Manathunga, C. (2004) Clutch-Starting Stalled Research Students. Innovative Higher Education 28(4), 237-254. Amundsen, C. and McAlpine, L. (2009) Learning supervision: Trial by fire? Innovations in Education and Teaching International, 46(3), 331-342. Barker, M. (2011) Racial context, currency and connections: Black doctoral student and white advisor perspectives on cross-race advising. Innovations in Education and Teaching International 48(4), 387- 400. Brew, A. and Peseta, A. (2009) Supervision development and recognition in a reflexive space, in D. Boud and A. Lee (eds) (2009) Changing Practices of Doctoral Education. London and New York: Routledge, 126-139. Grant, B. (2005) Fighting for space in supervision: fantasies, fairytales, fictions and fallacies. International Journal of Qualitative Studies in Education 18(3), 337-354. Halse, C. (2011) ‘Becoming a supervisor’: the impact of doctoral supervision on supervisors’ learning. Studies in Higher Education 26(5), 557-570. Halse, C. and Malfroy, J. (2010) Retheorizing doctoral supervision as professional work. Studies in Higher Education 35(1), 79-92. Holbrook, A., Bourke, S., Lovat, T. and Dally, K. (2004) Investigating PhD thesis examination reports. International Journal of Educational Research, 41, 98-120. Holbrook, A. (2001) PhD examination – Assessment’s least mapped frontier. Paper presented at AARE Conference Fremantle, December 2001. http://www.aare.edu.au/01pap/hol01587.htm Accessed 28

th May 2012

Theories of learning

Eraut, M. (2000) Non-Formal Learning and Tacit Knowledge in Professional Work. British Journal of Educational Psychology. 70, 113-136. Fox, D (1983) Personal Theories of Teaching, Studies in Higher Education, 8(2), 151-163 Gould, J. (2010) Learning Theory and Classroom Practice in the Lifelong Learning Sector. Exeter: Learningmatters Illeris, K. (2008) Contemporary Theories of Learning: Learning Theorists … In Their Own Words. London and New York: RoutledgeFalmer.

http://www.aare.edu.au/01pap/hol01587.htm%20Accessed%2028th%20May%202012

28

Appendix I

HEA Fellowship

Registration of Interest Name

Role

School

Email Address

Line Manager

Which category of Higher Education Academy Fellowship do you wish to apply for? Please tick. Fellowship (Descriptor 2) (FHEA) □ Senior Fellowship (Descriptor 3) (SFHEA) □ Principal Fellowship (Descriptor 4) (PFHEA) □

Note: Descriptor 1 is only achievable through completing the CPPD in Learning and Teaching

Applicants have the option to present their application orally or in full written form (Please see guide lines). Please indicate your preference by ticking one of the options below: Oral application □ Written application □

Referees

Your application must be supported by two references (three for Principal Fellow), one of which must be provided by a University of West London employee who is familiar with your work. At least one of your referees must be a FHEA. If you apply for Principal Fellowship one of your referees must be from another HE institution than UWL.

You should ensure that your referees are able to provide references by

the submission date for peer review.

Writing a reference may take up to 2 weeks unless it has been planned in

a busy schedule.

You will need to provide your referees with a copy of the Guidance Notes for References together with a copy of your application/outline of your

29

presentation prior to providing their references. Please note that no application can go before the Accreditation Panel unless your references are included. Please provide the names, positions and email addresses of the referees who are supporting your application:

Referee 1 Name and title: Position: Email: FHEA status:

Referee 2 Name and title: Position: Email: FHEA status:

Referee 3 (Principal Fellow only) Name and title: Position: Institution: Email: FHEA status:

Signed:

For further information please contact Jannie Roed in INSTIL, [email protected] or call ext: 2448. Please submit your Registration of Interest form to Jane Barry, [email protected]



30

Appendix II

Submission Document in Support of

HEA Fellowship

Information about the applicant

Name and title:

Role (e.g. Course Leader/ Field Leader/ Admissions tutor)

School/Service Length of employment at the University of West London Part-time Full-time Total number of years in Higher Education

Please list any relevant qualifications or awards you already hold relating to learning and teaching.

Contract type: Permanent □ HPL □ Associate Lecturer □ Management contract □

Oral presentation □ Written submission □

All references included □ You need two references for Fellowship Date of submission: Date of panel: Submission approved by INSTIL □

31

Reflective Accounts of Practice (max. 500 words) Write a reflective, narrative account of your career in teaching and learning including the values and educational philosophy underpinning your practice.

32

Summary of how you will demonstrate that you are eligible for

Fellowship (max. 500 words)

Please summarise below the main aspects of your presentation/application that demonstrate how you have fulfilled the requirements of the Descriptor 2.

33

Mapping activities against the UKPSF

Fellowship: Your submission should demonstrate a broad understanding of effective

approaches to teaching and learning support as key contributions to high quality

student learning.

Activity AA 1-5 CK 1-6 PV 1-4

Please note: AA, CK and PV and their associated numbers refer to the Areas of Activity, Core Knowledge and Professional Values listed in the UK Professional Standards Framework.

34

Referees

For Principal Fellowship one of the referees must be from a Higher

Education Institution different to the one where the applicant is

employed.

First referee

Name:

Job title:

Institution/ School/Service:

Email address:

This referee is a Fellow/Senior Fellow/Principal Fellow of the HEA (please delete as appropriate)

This referee is not a Fellow of the HEA □

In what capacity can this person comment on your work?

Second referee

Name:

Job title:


Email address:




35


HEA Senior Fellowship


Name and title:





Oral presentation □ Written submission □

All references included □ You need two references for Fellowship Date of submission: Date of panel: Submission approved by INSTIL □

36


37

Summary of how you will demonstrate that you are eligible for Senior

Fellowship (max. 500 words)

Please summarise below the main aspects of your presentation/application that demonstrate how you have fulfilled the requirements of the Descriptor 3.

38


Senior Fellowship: Your submission should demonstrate a sustained record of

effective practice relating to teaching and supporting learning and/or the management

and organisation of learning and teaching. This can be done through one or two case

studies or by selecting individual activities within your practice.



39

Referees



employed.

First referee

Name:

Job title:


Email address:




Second referee

Name:

Job title:


Email address:




40


HEA Principal Fellowship


Name





Oral presentation □ Written submission □ All references included □

Three for Principal Fellow (at least one must be an HEA Fellow and one must be from an Higher Education institution different to UWL)

Date of submission: Date of panel:

Submission approval by INSTIL □

41


42

Summary of how you will demonstrate that you are eligible for Principal

Fellowship (max. 500 words) Please summarise below the main aspects of your presentation/application that demonstrate how you have fulfilled the requirements of the Descriptor 4.

43


Principal Fellowship: Your submission should demonstrate a sustained and

successful record of impact as strategic leaders and managers with a particular focus

on teaching, learning and assessment and related areas within the University of West

London and/or national and international settings.

Please indicate below where in your submission you meet the three dimensions of the

UKPSF.



44

Referees



employed.

First referee

Name:

Job title:


Email address:




Second referee

Name:

Job title:


Email address:




Third referee

Name:

Job title:

Institution/ School/Service

Email address:




45

Record of Educational Impact

Description of

activities

Period Used as evidence for

Descriptor

From To 4.i 4.ii 4.iii 4.iv 4.v