1

Guidance for

D1 Associate

Fellowship

2

Contents

1. What does recognition mean? ......................................................................................... 4

2. The Application Process ............................................................................................ 5

3. You 7

3.1 Is Associate Fellowship (D1) right for you? ........................................................... 7

3.2 Are you teaching and / or supporting learning in higher education? .......................... 7

3.3 Are you eligible to apply? Will you have to pay a fee? ................................................ 8

3.4 Are you ready to apply? ................................................................................................ 9

3.5 Support and Guidance ................................................................................................ 10

3.6 First steps .................................................................................................................... 10

3.7 The Professional Standards Framework ........................................................................ 11

The UKPSF has three aspects: Dimensions, Description and Criteria. ................................. 11

3.8 D1 Associate Fellowship description .......................................................................... 14

3.9 D1 Associate Fellowship criteria ................................................................................. 14

3.9 Good Standing ............................................................................................................. 16

4. Presenting your evidence ............................................................................................... 17

4.1 Summary of evidential requirements: D1 Associate Fellowship ......................... 17

4.2 Choosing between the written and the verbal route ................................................. 18

5. The application form: D1 ........................................................................................ 19

5.1 Completing Section 1 .................................................................................................. 19

5.2 Completing Section 2 .................................................................................................. 19

5.3 Section 3: Your Reflective Account of Professional Practice (RAPP) ......................... 20

5.4 Completing Section 3 on the Verbal Route................................................................. 23

5.5 Some useful pointers for preparing your presentation .............................................. 24

5.6 Section 4: Professional Development Action Plan ..................................................... 25

5.7 Section 5: Your referees ............................................................................................. 26

6. What happens next? ...................................................................................................... 27

6.1 Submitting your application and references .............................................................. 27

6.2 Allocation to a Recognition Panel ............................................................................... 27

6.3 Composition of the Recognition Panel ....................................................................... 27

6.4 Adjudication of your application................................................................................. 28

6.5 Adjudication criteria .................................................................................................... 28

6.6 Feedback from the Panel ............................................................................................ 29

6.7 When do you hear the outcome? ............................................................................... 29

6.8 Moderation of decisions ............................................................................................. 29

6.9 Appeal ......................................................................................................................... 29

7. Developing yourself with a view to application ............................................................. 31

7.1 Peer review and dialogue ........................................................................................... 31

3

7.2 Updating your knowledge of teaching and learning .................................................. 31

7.3 Reflecting upon feedback from students ................................................................... 32

8. Frequently asked questions............................................................................................ 33

Appendix 1: Application for D1 Associate Fellowship ........................................................... 35

Appendix 2: Associate Fellowship evaluation grid ............................................... 39

Acknowledgements

The University of Greenwich would like to thank the HEA for making available its various explanatory

notes, which have been invaluable in preparing this document. The original notes are available on the

HEA website at http://www.heacademy.ac.uk/professional-recognition.

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1. What does recognition mean?

The GOLD professional development framework provides a way of formally recognising your

commitment to professionalism in teaching and learning in higher education, based upon validated

evidence of your practice, knowledge and values. It is aligned to the UK Professional Standards

Framework (UKPSF) developed in collaboration with the Higher Education Academy (HEA) on behalf of

the HE sector. It complements the other ways in which effectiveness and commitment to teaching and

learning are rewarded, such as the National Teaching Fellowship scheme.

The GOLD professional development framework accredits three categories of fellowship (D1 to D3), and

supports direct application to the HEA for the fourth (D4). Whatever GOLD fellowship you achieve, you

will be awarded the equivalent HEA fellowship, entitling you to the post nominal letters set out below:

D1 AFHEA – Associate Fellow of the Higher Education Academy

D2 FHEA – Fellow of the Higher Education Academy

D3 SFHEA – Senior Fellow of the Higher Education Academy

D4 PFHEA – Principal Fellow of the Higher Education Academy

All categories of Fellowship are accepted as recognised teaching qualifications for the HE sector by

HESA.1

The GOLD professional development framework supports all four categories and there is a separate

GOLD Guidance document for each category.

1 https://www.hesa.ac.uk/

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2. The Application Process

The GOLD development and application process is not complicated. It has four stages and should take

around three months from start to finish.

Diagram of the FOUR STAGES of the recognition process.

Stage 1

Explore the downloadable GOLD materials, “GOLD Guidance for D1 Associate Fellowship” and the

Associate Fellowship application form. You may also elect to watch the GOLD information screencast.

These are available on the dedicated GOLD Scheme page at:

https://www.gre.ac.uk/internal/ed-dev/gold

You must then identify a mentor [See section 3.6. for more details]. You and your mentor must then

attend a mandatory GOLD Guidance workshop (this is essential), where you receive the Registration of

Intent form (ROI)2, which should be signed by your Head of Department or Line Manager. Dates for the

GOLD Guidance workshops can also be found on the GOLD scheme page.

Stage 2

2 Institution agreement to your application is required. This is signified by your line manager’s

signature on the Registration of Intent or an equivalent expression of institutional agreement.

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You actively develop your evidence. You may need to undertake a Peer Observation of Teaching with

your mentor (depending on which 2 of the 5 areas of activity you choose to evidence, see application

form for more information). You may also wish to update your knowledge through reading and

attending CPD courses or conferences. You write the application form and you choose your second

referee (your mentor is your first referee). Your second referee does not have to be a UoG staff member

and they do not have to hold fellowship. You send both referees your completed application form as a

pdf and they send you back their references as pdfs. The references should be 500 words or more in

length.

All the documentation you submit should be personal and unique to you. The panel reserves the right

to check that this is so.

Stages 3 and 4

You send in your application, PLUS two independent references, PLUS your Registration of Intent (ROI)

as pdf attachments in an e-mail to SDU@greenwich.ac.uk. If you are targeting a particular panel,

remember that you need to submit three weeks in advance. Panel dates are listed on the main GOLD

scheme page.

Your application, references, and ROI are made available to panel members in advance of the panel.

The process is confidential, so only panel members and the administrators of the panel see your

documentation or the feedback and result you receive from the panel. Panel members critically review

them with the help of the GOLD assessment grid – see Appendix 2 at the end of this booklet.

Written applications:

The panel meets on the day of the panel and discuss your written application until a consensus is

reached. Usually this takes between 30 and 60 minutes. If there is no consensus, a simple majority of

the panel members is sufficient to decide the outcome.

Verbal applications:

If you have opted to present your Reflective Account of Professional Practice to the panel verbally, you

will be asked to attend on the day of the panel at a particular time. The panel will already have read

sections 1, 2, 4, and 5 of your application, and your references and ROI.

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Your presentation will give your Reflective Account of Professional Practice. You have 15 minutes to

present, after which you will be asked to withdraw for 10 minutes so the panel can formulate their

questions of clarification. You then return to the panel for up to 10 minutes of cross-questioning.

The panel decision:

Whichever route you choose, the decision of the panel is made on the day through discussion in open

session. You will be notified of the decision by e-mail within 48 hours. Within seven days, you will

receive a formal letter from the chair of the panel with the decision, and feedback from the panel.

In rare and exceptional circumstances, the panel may require the chair to ratify a decision, under chair’s

action, according to their direction. An example where this may happen is where your ROI has not been

received or has gone missing; chair’s action would allow the decision to be made in accordance with the

panel’s recommendations, once the ROI is received.

If your application for Associate Fellowship is “accepted”, your name and e-mail will be notified to the

HEA. The HEA will then send an e-mail to you (at the e-mail on your application form) inviting you to set

up an account and/or log in to MyAcademy at https://www.heacademy.ac.uk/my-academy-manage-

your-higher-education-academy-experience. Once logged in to MyAcademy, you will find your

certificate ready to be downloaded. You can then begin using the post-nominal letters AFHEA.

If your application for Associate Fellowship is “not yet accepted”, you will receive detailed feedback to

assist you in resubmitting an improved application in the near future. You can resubmit at any time. If,

on resubmission, your application is still “not yet accepted”, you will be asked to reflect upon the result

and develop yourself over 12 months before submitting a further application.

The work of the panel is moderated through a process similar to that of external examination,

undertaken by the external adjudicator – see section 7.8. As with academic assessment of students,

you cannot appeal against the decision of the panel, but you can appeal if you feel that the adjudication

process was irregular or unfair. See section 7.9 for more.

3. You

3.1 Is Associate Fellowship (D1) right for you?

If you can evidence success and effectiveness in at least some teaching and learning support

responsibilities at HE level and have discussed the suitability of going through the GOLD route with your

line manager then you may be eligible to apply for AFHEA.

3.2 Are you teaching and / or supporting learning in higher education?

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Your evidence should be based on teaching and / or supporting learning in higher education (HE). For

the most part, this corresponds to UK HE levels 4 to 8 and any professional work you undertake at these

levels can be used as evidence in your application for AFHEA.

The HEA also recognises3 three other types of “higher education”:

• Foundation Year programmes

• Pre-sessional English courses for international degree students designed to develop

academic skills

• Professional CPD programmes that are designed to develop and extend existing

graduate/postgraduate level skills, knowledge and understanding, e.g. GP training, etc.

If you are undertaking teaching and/or supporting learning of these kinds then you can include it in your

evidence for AFHEA.

3.3 Are you eligible to apply? Will you have to pay a fee?

If you are a member of University of Greenwich staff – permanent or temporary, full-time, fractional, or

hourly-paid – then you are eligible to apply for and gain GOLD and HEA recognition without any fee.

“Being a member of staff” means you will have a contract of employment with the University of

Greenwich at the start of the process and when you are recognised and login in to MyAcademy to

download your certificate. If this is not the case you may be liable for a fee as outlined below.

If you do not have a contract of employment with the University of Greenwich then you will be liable to

pay a fee for GOLD recognition and also a fee to the HEA.

• It may be you are a member of staff in a partner college of the university, teaching on

University of Greenwich approved courses. The fee for undertaking the GOLD

recognition process is currently £150, payable to University of Greenwich when you

arrange to attend a GOLD Guidance workshop. This fee entitles you to one submission

for recognition, and a further resubmission if the GOLD panel recommend it. Please be

aware that this fee is payable whether or not you are eventually recognised at the GOLD

fellowship category you apply for.

• There is also a fee for obtaining the corresponding HEA fellowship, once you have

achieved GOLD recognition. This will vary according to the HEA status of your

employer. In November 2018, these fees were as follows:

Your employer is a subscribing institution of the HEA No fee

3 Hustler, K. (2018) Eligibility for HEA Fellowship, available from the HEA.

9

Your employer is not a subscribing institution of the HEA £100.

• The HEA fees are subject to change and may be checked here:

https://www.heacademy.ac.uk/individuals/fellowship#section-4

• Note that you can pay for and obtain GOLD fellowship without paying for and receiving

your HEA fellowship.

3.4 Are you ready to apply?

Ask yourself three questions:

• Am I effective at teaching or supporting learning?

For example, am I familiar with current theories and practices of teaching and learning in Higher

Education? Am I up-to-date in my approach to teaching practice? Can I support learning using

contemporary approaches and back this up with scholarship about my teaching subject? Am I

conversant with the current university policies and strategies,4 and infrastructure (VLE, student

management system, etc)?

• Am I professionally self-critical?

Do I reflect upon how I could do better, and how the things I am involved with could be more effective?

Am I someone who changes things for the better?

• Am I active in pursuing continuing professional development in teaching and learning?

Have I been on a staff development course in the last 6 months, or attended a conference in the area of

teaching, learning and assessment?

The GOLD framework expects you to be able to answer “Yes!” to all these questions – and give a

reasoned evidential account of why your answer is “Yes!”. If your answer to any questions is “No?”,

then you are probably not ready.

4 http://www2.gre.ac.uk/about/policy

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3.5 Support and Guidance

If you are eligible and ready, you need to think about the kind of evidence available to you to

demonstrate each of these things. When you attend a Guidance workshop with your mentor, we

will discuss evidence in detail.

Familiarise yourself with the UK Professional Standards Framework and the criteria for D1 Associate

Fellowship, which are found in Section 4 of this document. Discuss your approach with colleagues and

fellow team members. It’s easier to work on this together.

If you are not ready, there are lots of ways in which you can prepare. Start a reflective log or blog.

Update your reading in teaching and learning – there are plenty of resources on the HEA Knowledge

Hub here: https://www.heacademy.ac.uk/hub Actively think about your teaching or the ways in which

you support learning.

Section 4.4 of this document discusses Good Standing, and has suggestions about how to ensure you

remain in Good Standing. These are all ways in which you can prepare yourself for your application, for

if you are in Good Standing, then you will automatically be ready to apply.

Section 8.2 has some recommended texts to broaden your knowledge and understanding of

appropriate methods for teaching, learning and assessing in the subject area and at the level of the

academic programme (K2), and of how students learn, both generally and within their

subject/disciplinary areas (K3). In your application form, you are required to demonstrate scholarship

through citation to show at least K2.

3.6 First steps

Your Mentor:

One of the first things to do is to arrange a mentor to help you through the process of GOLD application.

For University of Greenwich staff, your mentor will also be a current member of University of Greenwich

staff who ideally holds a category of fellowship. In exceptional cases, when you choose a mentor who

does not hold fellowship, mandatory mentor training must take place. [Please ask your mentor to

contact glt-admin@gre.ac.uk to arrange this]. Your mentor should be someone who has first-hand

knowledge of your current professional practice and must have detailed knowledge of the UKPSF and

the GOLD framework. You find a mentor directly by simply asking a colleague, or you can to speak to

your Head of Department or Faculty GOLD co-ordinator for advice.

For Greenwich partner college staff (including those overseas), your mentor must still be a member of

University of Greenwich staff and ideally hold a category of fellowship at least equivalent to that for

which you are applying. If they don’t, mandatory mentor training is in place, as noted above. They may

be a link tutor, or may be someone at the university whom you have worked with. They must have

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first-hand experience of your professional practice and if you are claiming A2 (Teaching) in your

evidence, they will undertake a peer observation of teaching with you.

Your other referee:

Your other referee can be any colleague who has close experience of your professional practice in

teaching and learning. We recommend they hold a category of fellowship at least equivalent to that for

which you are applying. They need to have current knowledge of the UKPSF, and it is your responsibility

to ensure this is the case.

3.7 The Professional Standards Framework

The UKPSF has three aspects: Dimensions, Description and Criteria.

Dimensions:

There are the three Dimensions above, giving the 15 elements which specify WHAT a Higher Education

professional does, WHAT they need to know in order to do it, and WHAT values are consistent with

professionalism. They are found in the diagram on page 13 above.

Description:

This is given in section 4.2 below.

Criteria:

There are also the criteria relevant to the different categories of fellowship, with the D1 Associate

Fellowship criteria being given in section 4.3 below.

The Dimensions of the UK Professional Standards Framework are organised as follows:

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Core Knowledge (What’s in their head)

Professional Values (What’s in their heart)

Areas of Activity (What a Higher Education professional does)

13

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 Developing 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 practices

Core Knowledge

K1 Knowledge and understanding of the

subject material

K2 Knowledge and understanding of

appropriate methods for teaching,

learning and assessing in the subject area

and at the level of the academic

programme

K3 Knowledge and understanding of how

students learn, both generally and within

their subject/disciplinary area(s)

K4 Knowledge and understanding of 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

Professional Values

V1 Respect for both individual learners and

diverse learning 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

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3.8 D1 Associate Fellowship description

3.9 D1 Associate Fellowship criteria

Associate Fellowship is relevant to those

who do not engage in the full spectrum

of activities that might define academic

or academic related practice, but who

have a specific role in teaching and

supporting Higher Education (HE)

learning. Such individuals, whatever their

role or status, are not able to evidence

engagement and expertise in all

dimensions of the UKPSF.

The Associate Fellowship descriptor D1 is

designed to be flexible and reflect the

variety of different combinations of

activities that HE teaching and learning

may include. The typical role/career

stage illustrations show that teaching and

supporting learning at D1 is often not a

‘formal’ activity and can take the form of

more informal, facilitative approaches.

Individuals need to demonstrate

engagement with TWO of the five Areas

of Activity. They should choose areas that

are relevant to their work and/or which

will develop their skills for future roles

and activities. For example; a graduate

teaching assistant may not be required to

design or plan learning activities and/or

programmes of study (A1) nor to assess

and give feedback to students (A3) but

may well be teaching in small seminar

groups or in laboratory sessions (A2) and

will be responsible for ensuring that they

provide their learners with appropriate

resources and for following up tutorial

sessions and other front-line teaching

(A4). It may also be the case that they are

required to reflect upon the

effectiveness of what they are doing,

gather evaluative information on their

teaching and to show how they are

addressing the issues raised (A5).

Individuals should also demonstrate Core

Knowledge relevant to the two Areas of

Activity; in this example K4 and K5 are

potentially the most relevant. If there are

any other areas of Core Knowledge that

are appropriate to their practice these

could also be demonstrated and used as

indicators of progress. In addition to the

Areas of Activity and the Core Knowledge

an awareness and commitment to all the

Professional Values should be evidenced.

This might be integrated into the

evidence presented for the Areas of

Activity and Core Knowledge through

providing a relevant rationale as to why

particular approaches have been used

(V1), the principles (V2) and relevant

research/theory that underpins their

practice (V3). In addition to the selected

Areas of Activity and Core Knowledge

and the Professional Values, and in

keeping with the particular characteristic

of Higher Education, evidence of

incorporating relevant subject and

pedagogic research and/or scholarship

within the activities chosen is expected.

Other examples of those working

towards or at D1 would be a clinician

who supports students’ learning in the

clinical setting and who is involved in

objective structural clinical examinations

(OSCEs); a learning technologist with

responsibilities for staff development

who is engaged in designing and

delivering workshops and online

materials but who has no responsibility

for assessment, or a librarian who

similarly supports student learning,

designs activities to develop students’

library research capabilities, but who

plays no role in assessment.

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Associate Fellows demonstrate an

understanding of specific aspects of

effective teaching, learning support

methods and student learning. They

should be able to provide evidence of:

I. Successful engagement with TWO

of the five Areas of Activity. If these

two areas include A2 (Teach and/or

support learning), their mentor will

need to undertake a Peer

Observation of Teaching (POT).

II. Successful engagement in

appropriate teaching and practices

related to these Areas of Activity

III. Appropriate Core Knowledge and

understanding of at least K1 and K2

IV. A commitment to appropriate

Professional Values in facilitating

others’ learning

V. Relevant professional practices,

subject and pedagogic research

and/or scholarship within the

above activities

VI. Successful engagement, where

appropriate, in professional

development activity related to

teaching, learning and assessment

responsibilities.

Associate Fellows are able to provide

evidence of effectiveness in relation to

their professional role(s), which typically,

will include at least some teaching

and/or learning support responsibilities.

This teaching and learning role may

sometimes be undertaken with the

assistance of more experienced teachers

or mentors.

Typically, those likely to be Associate

Fellows include:

a. Early career researchers with some

teaching responsibilities (e.g. PhD

students, GTAs, contract researchers

/ post-doctoral students etc.)

b. Staff new to teaching (including

those with part-time academic

responsibilities)

c. Staff who support academic

provision (e.g. learning

technologists, learning developers

and learning resource/library staff)

d. Staff who undertake demonstrator/

technician roles that incorporate

some teaching-related

responsibilities

e. Experienced staff in relevant

professional areas who may be new

to teaching and/or supporting

learning, or who have a limited

teaching portfolio.

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3.9 Good Standing

All Fellows of the HEA and Fellows of the GOLD scheme are required to maintain their good standing. “A person or organisation is said to be in good standing if they have fulfilled their obligations. It is your responsibility to ensure you remain in good standing and continue to work in line with your relevant Fellow descriptor standard […] We expect HEA Fellows to be working towards their next award and be performing, or out-performing, their current Fellow descriptor standard. All Fellows should therefore be able to demonstrate compliance with (at least) their awarded level at any given time. Fellows should record their professional development activity to ensure that they remain in good standing”. Slightly adapted from https: www.heacademy.ac.uk/ukpsf#secton-5.

In the Associate Fellowship Application form we ask you, in Section Four, to outline a Professional

Development Action Plan. This plan is the best way of evidencing your on-going commitment to

remaining in good standing, and you should formulate it as part of your annual appraisal process.

Excerpt from the appraisal documentation:

“For staff who have achieved HEA Associate Fellowship / Fellowship / Senior Fellowship / Principal

Fellowship please demonstrate how you will continue to work in line with the relevant Fellow descriptor

as outlined in the UKPSF and the Fellowship of the HEA Code of Practice.

For those who have not received any level of fellowship please discuss with your appraiser the level of

fellowship appropriate for you to achieve.”

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4. Presenting your evidence

4.1 Summary of evidential requirements: D1 Associate Fellowship

Section 1 – Personal details

Section 2 - Professional Context (up to 500 words)

Section 3- Reflective Account of Professional Practice RAPP (up to 1000 words) OR a 15 minute live

presentation to the recognition panel followed by approx 10 minute question and answer, showing

how D1 is met and engagement with relevant framework dimensions. Organised around TWO of

the FIVE Areas of Activity (ie 500 words each), but should also reference appropriate elements of

Core Knowledge (K1-K6) and Professional Values (V1-V4):

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

practices

Section 4 - Professional Development Action Plan (up to 500 words)

Section 5 Details of your Mentor and second Referee

PLUS

2 independent References, one from your mentor and one from a second referee, of around 500 to

1000 words each. Also a completed Registration of Intent form, signed by your Head of Department or

equivalent.

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4.2 Choosing between the written and the verbal route

There are two different routes to choose from in presenting your evidence:

The written route: all your evidence is set out in the Application Form.

The verbal route: your evidence in Sections 1, 2 4, and 5 of the application is set out in writing.

Your evidence in Section 3 is presented in person to the Recognition Panel.

You should simply put the words “Verbal Route” in the Section 3 panels of

the application form.

Section 4 is a formal commitment to continuing professional development so it is appropriate that it is

presented in written form.

Neither of these routes is easier, nor is there any inherent advantage in which form you present your

evidence: written or in person. You have a free choice as to which route and form you use.

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5. The application form: D1

5.1 Completing Section 1

This section requires to you to provide identification, contact information and qualifications relevant to

your application. This section should be completed by applications following both the written and the

verbal routes.

5.2 Completing Section 2

Section 2 asks you to give a succinct factual overview (not exceeding 500 words) of your roles, activities

and responsibilities in relation to supporting learning, and those you have held over the last three years,

at University of Greenwich or elsewhere in the HE sector. This section “sets the scene” for your

Reflective Account of Professional Practice in Section 3, and may you may wish to expand some of the

following themes:

• The modules and/or programmes you are involved with, and how you contribute to

lectures, tutorials, laboratory sessions, assessment and/or marking either face-to-face or

online.

• Laboratory technician. Checking equipment and taking responsibility for health and safety

issues in the laboratory environment…

• Subject librarian. Liaising with course leaders in my disciplinary area to ensure that the

library has up-to-date texts ….

• Librarian. Undertaking training of staff and students in web searches…

• Lecturing assistant. Undertaking tutorial teaching on course (XXXX9999) and contributing to

the marking, feedback and assessment…

• Webinar-based learning support. Helping manage the learning interface during online

tutorials…

For Associate Fellowship you need to demonstrate TWO of the FIVE areas of activity. Note that you are

asked to indicate with “x”s which two areas of activity you regard as central to your claim. These will be

the two on the basis of which the panel will examine your evidence. If you are including A2 as an area

of activity, then your mentor must complete a peer observation of teaching on your practice (also

confirmed with an “x”).

Your examples of professional and developmental activity should be mapped against appropriate

dimensions of the UKPSF. They are intended to show the breadth and diversity of engagement you have

with the UKPSF. There is no need to supply verification evidence separately to these examples, but be

as specific as possible and include dates. Your Mentor and your other referee may well refer to them in

their reference.

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5.3 Section 3: Your Reflective Account of Professional Practice (RAPP)

Structure

This is the heart of your application, where you present your reflections on, and explanation of, your

professional practice in your various roles, linked to scholarship of teaching and learning, and including

evidence of your effectiveness from third parties (students, colleagues, externals). You should organise

this section under your TWO chosen Areas of Activity (A1-5) of the UKPSF, and make appropriate claims

against Core Knowledge (K1-6) and Professional Values (V1-4) in each section. Please do NOT use bullet

or numbered points. You should not only share what you do, but also how you do it, why you do it that

way, and how you know it is effective. It is a personal account but should include short quotations from

third parties and citation from authors on learning and teaching, as appropriate. Because it is a

personal account, it should be original and unique to you. The panel reserves the right to check that this

is so, using antiplagiarism software, for instance. Total guide length 1000 words – ie about 500 words

for each area.

In preparing your RAPP, you will draw upon evidence included in Your Professional Context (Section 2).

Remember this is an explanation of how you go about your work; Section 2 was a description of what

you do. You need to explain the how and the why of your professionality in depth, rather than

emphasise the extent of your professional practice.

You should address the requirements of D1 Associate Fellowship and employ some citation of the

literature around teaching, learning and assessing to demonstrate your scholarly approach. If you have

no citation in your application, your claim for recognition will not be accepted. There are some

suggestions of reputable literature to draw upon in Section 8.2.

The RAPP is a personal account and so it is appropriate that you use the FIRST PERSON form of writing

throughout. You should share your reasons for your professional decisions – why you do things the way

you – and demonstrate that you reflect before, during and after your teaching. Explain what you do,

how you do it, and why you do it that way. Also explain how you know it is effective. This may involve

quoting other stakeholders – students, colleagues, external examiners – so course evaluations, student

feedback, KPIs, and external examiner reports will provide useful material. You should share something

of your personal teaching philosophy – your own values (which probably are in agreement with V1–V4).

Your RAPP should be organised around TWO of the five Areas of Activity

A1 Design and plan learning activities and/or programmes of study

As we all know, the better the preparation, the better the performance. Here you have the opportunity

to explain how you go about designing, planning, and preparing for teaching and supporting learning.

The kind of activities you discuss or explain could include:

21

• designing and planning a session with learners in a particular setting, such as a seminar,

laboratory, library activities, learning support, online support or fieldwork;

• developing learning support, individual study skills materials, student support or

professional development materials, learner induction;

• contributing to the development and improvement of courses/programmes as part of a

team, making clear what your role was;

You need to show that you understand that what you have planned is appropriate for learners at the

level you are working.

You may mention (intended) Learning Outcomes, Constructive Alignment, planning for diversity, time

constraints, planning methods of assessment, connecting with other courses, the requirements of your

professional body.

You should easily demonstrate K1, K2, K3, K4, and V3 and V4.

A2 Teach and/or support learning

Teaching includes any situation where you are with a student or students and they are learning under

your guidance. This ranges from one-to-one supervision session to small scale tutorials or seminars

(say 25 students) through to large scale lectures to a group of more than 100. Teaching may be face-to-

face or on-line. The learning will normally be at least at level 4 (undergraduate first year), but there are

exceptions, see section 3.2.

Some ideas of the contexts you could explain or reflect on:

• specific approaches you use in your teaching or support of learning. These might be in the

range of contexts mentioned above (lectures, seminars, tutorials, practical sessions, library

sessions, field trips etc);

• developing research and information support for individual students or in groups;

• assisting with laboratory sessions;

• assisting with studio work, drama or dance workshops;

• contributing to skills or language support for degree level programmes;

• developing services, tools and technologies to support a VLE;

• Running seminars or tutorials with individuals or groups of learners to support their learning

in lectures;

• teaching as part of a team;

• working with learners on learning technologies;

You may mention adapting to academic level, harnessing student creativity, student attention span,

changing mode of teaching, teacher-centred and student-centred strategies, enquiry-based learning,

using learning technologies to enhance the impact of your teaching, motivating adult students; team

work and team dynamics – to name but a few.

22

You should easily demonstrate K1, K2, K3, and K5 and V1, V2 and V3

Remember to include evidence that you are effective from other stake-holders.

A3 Assess and give feedback to learners

This includes both summative and formative assessment, both formal and informal. Explain the

assessment methods you use on the courses you teach and why they are appropriate. Explain how you

give feedback that improves their understanding of the subject matter, and is positively motivating

towards further learning and development. Timing is very important to assessment, so you should

describe when your assessments occur and explain your thinking around this. In some discipline areas,

the relevant professional body will check the assessment pattern and level. Explain how you contribute

to quality assuring the assessment process.

Some ideas around assessment:

• using feedback and feed-forward approaches to improve learning and develop learner

autonomy.

• how assessment and feedback contributes to students’ and/or others’ learning; this might

be about approaches developed or used to enhance the learning of specific attributes or

skills

• how you contribute to the marking of written assignments or exams;

• how you assist in assessment of presentations or with lab work;

• feedback and assessment related to diagnostic activities such as informal assessment of

learning,

You should easily demonstrate K1, K3, K4 and V1, V2, V3 and perhaps V4.

A4 Developing effective learning environments and approaches to student support and guidance

Here you have the chance to explain some of the diverse ways in which you contribute to the

enhancement your students’ experience and the effectiveness of the university. This might include:

• your role as a personal tutor;

• how you have improved the learning environment on your courses following feedback from

students or colleagues. Using virtual learning environments to supplement or replace face-

to-face teaching;

• your awareness of the impact of classroom geometry or online interface design; the

importance of the right “atmosphere” for learning;

• involvement in recruitment and selection of student, open days, and outreach;

23

• your contribution to making library and other open learning spaces more effective for

supporting student learning;

• consideration of specialist elements, such as laboratory sessions, site visits, work

experience, or practical demonstrations which will have health of safety implications.

You should easily evidence K2, K4, K5, and V2.

A5 Engage in continuing professional development in subjects/disciplines and their pedagogy,

incorporating research, scholarship and the evaluation of professional practices

You should review your engagement in professional development around teaching and learning up to

and including the last three years. You should discuss some publicly shared professional development

in the form of courses or conferences attended, participation in workshops, peer observation of

teaching, but include your private professional development in the form of reading, online research,

one-to-one on-the-job learning and advancement.

Remember to explain more than just “what you did”; share the reasons you did it, why it influenced

you, what benefits you were able to bring to your professional practice.

Some ideas:

• How experience of peer observation of teaching helped you reflect upon and change aspects

of your own teaching;

• reading and making use of the published pedagogic literature to inform your practice;

• conducting a piece of action research and disseminating the findings at a teaching and

learning conference;

• writing a research paper on the approaches to supporting learners with learning difficulties;

• contributing to staff development/staff research events;

• engagement with your professional update and development.

You should easily demonstrate K1, K2, K3, and V1, V3, and V4.

Further advice is available from the HEA website in the Fellowship Application pack from the HEA,

available here:

https://www.heacademy.ac.uk/individuals/fellowship/associate-fellow .

5.4 Completing Section 3 on the Verbal Route

If you have chosen the verbal route, you will need to prepare a single presentation for section 3, the

length of which is as follows:

D1 Associate Fellowship 15 minutes, followed by up to 10 minutes Q&A.

24

Your presentation should explain:

• what you do, and have done, and why this is appropriate evidence for the TWO Areas of

Activity you have chosen

• How you know you have a record of success and effectiveness (this should include peer and

student feedback but should also include reflective self-analysis)

• Your understanding of the literature of teaching and learning

• How your evidence relates to the criteria for Associate Fellowship and the dimensions of the

UKPSF.

You should prepare and structure your presentation carefully. You will not be allowed to over-run on

your time, and to seriously under-run will adversely impress the panel.

You can use any visual aid such as PowerPoint, photographs, video clips, etc. to help with your

presentation provided you know how to use it and can supply it. Be as creative as you like, but

remember it is the substance of your presentation, more than the style, which is judged. Video clips

may be used, but should not dominate. It is expected that you have a clear structure to your

presentation. If using PowerPoint, include a title slide and a list of references at the end. The number of

slides you include is up to you, but remember the importance of timing and practice your presentation

ahead of the panel day. Including too many slides may risk you overrunning on time. Text heavy slides

may lead you to read the slides rather than present to the panel.

Your presentation will be audio recorded for moderation and audit purposes. You will need to sign a

consent form prior to making your presentation.

You should provide the panel with a handout – e.g. PowerPoint slides – so they can take notes. The

panel will not ask questions during your presentation. The panel will ask you to retire for a few minutes

after your presentation while they consider your evidence. You will then be asked to return for a

question-and-answer session which will last up to 10 minutes. Questions will be restricted to

clarification; no leading questions will be asked.

5.5 Some useful pointers for preparing your presentation

• You can use a narrative or thematic approach to organise your presentation but it should

address the same evidential requirements as section 3 of the application form.

• Select from all your work activities, those which will best demonstrate the category of GOLD

fellowship you have applied for.

• Share with the panel the rationale behind your presentation. If you have been influenced by

literature in teaching, learning and assessment, include citations.

• Don’t feel you should only include your successes. An example of where you needed to

make change, researched alternatives, implemented an innovation and evaluated its impact,

25

sometimes provides more opportunity for demonstrating you are a reflective practitioner

than easy success.

• You should mention the UKPSF dimensions and fellowship criteria directly in your

presentation.

• Include New Arrivals, PRES, PTES, igrad, USS, and NSS data, external examiner feedback,

feedback and quotes from students and colleagues.

• Practice your presentation. You cannot over-run and should not under-run. Time it well.

• Don’t over-crowd your presentation. Remember it is substance that is judged, as well as

style.

• Don’t leave your presentation to the last minute. Your mentor and referee will need to have

an overview of your intended presentation in order to write their references and those need

to be completed at least 21 days before the final “performance” of your presentation to the

panel.

5.6 Section 4: Professional Development Action Plan

This section asks you to outline your professional development action plan. Please give a succinct action

plan (not exceeding 500 words) of your professional development around learning and teaching for for

the current and the next year. Please include publicly shared professional development (conferences

attended, participation in workshops, etc):

• University of Greenwich has a range of development courses available here:

https://www.gre.ac.uk/opportunities/opportunities-repository/educational-development-

unit/continuing-professional-development

• There are also Open Lectures in learning and teaching you can attend, or watch here:

https://www.gre.ac.uk/about-us/faculty/eddev/study/open-lecture-series

• There is also the COMPASS journal of learning and teaching which you can access on line

here: https://journals.gre.ac.uk/index.php/compass/index

26

5.7 Section 5: Your referees

Your application will be accompanied by two references, one from your mentor and one from your

other referee. Both referees need to be able to comment upon your professional and developmental

achievements at first hand. If you have chosen to evidence A2 as part of your application, your mentor

will also include evidence from the Peer Observation of Teaching (POT) they undertook with you.

Please record details of your mentor (and, if appropriate, their category of Fellowship) and your second

independent referee. Your second referee may be a member of University of Greenwich staff;

alternatively they may be external to Greenwich, for instance from an HEI where you have previously

taught, or from an associate college.

Remember to supply both referees with a copy of your application so they can corroborate your claim

effectively. You should also direct your mentor to the download copies of the Reference Proforma and

the Guidance Notes for Mentors - D1 Associate Fellowship, and your other referee to the download

copies of the Reference Proforma and the Guidance Notes for Referees - D1 Associate Fellowship.

27

6. What happens next?

6.1 Submitting your application and references

For all categories of GOLD Fellowship, you should supply your completed application form in pdf format

to your Mentor and your other Referee. This should be well in advance of your intended Recognition

Panel, so they can refer to your evidence in their references.

They should e-mail their electronically signed references to you in pdf format to forward, with your own

Application Form, as e-mail attachments to SDU@gre.ac.uk , marking the subject as application

YOURNAME, and cc-ing your referees to ensure transparency.

6.2 Allocation to a Recognition Panel

Once your Application Form and two references are received, you will be allocated the next available

slot in a Recognition Panel, which at the earliest will be 3 weeks after your submission.

If you have chosen to follow the Verbal Route, the administrative office will inform you of a time-slot on

the day of when you should attend. Your presentation and questions will take less than an hour in

total.

6.3 Composition of the Recognition Panel

The GOLD recognition panel consists of a permanent chair (PFHEA) or their nominee (at least SFHEA),

and between TWO and FOUR additional panel members. For applications for Senior Fellowship, these

will all hold at least Senior Fellowship; for applications for Associate Fellowship or Fellowship, these will

all hold at least Fellowship. The total panel size is therefore between THREE and FIVE. The panel

administrative officer records proceedings and the outcome with feedback in each case. There may

also be a few non-voting observers.

All panel members (including the chair) are drawn from an approved active list, held by HR. Those on

the list have all received panel training and shadowed (ie attended and only observed) a GOLD

recognition panel. They must also have participated in a panel in the last 12 months. Where panel

members are inactive for more than 12 months, they undertake update panel training before

recommencing their panel duties.

Any member of staff who holds full Fellowship (or SFHEA or PFHEA) can become a panel member by

undertaking the GOLD panel training and shadowing a panel. If you are interested, please contact glt-

admin@gre.ac.uk to arrange panel training.

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6.4 Adjudication of your application

You submit your application and references and Registration of Intent as pdf attachments via e-mail 21

days in advance of the relevant panel date. These are circulated to panel members approximately a

week before the Recognition Panel, along with an assessment sheet based upon the HEA evaluation grid

for the appropriate category of fellowship, which the panel member may use to make notes upon the

application in advance.

Your application is discussed in open session of the panel and adjudicated against the criteria for the

category of GOLD Fellowship applied for and against the dimensions of the UKPSF, using the advice

listed in this document. Discussion is only allowed on evidence you submit, either in writing or verbally.

The panel will endeavour to agree a consensus decision in each case, but where that is impossible,

decisions will be made on a simple majority, the Chair having a deciding vote in the case of a tie.

You will receive feedback with your outcome. In the case of RECOGNISED, this will be brief and include

suggestions as to how you should maintain developmental momentum. In the case of NOT YET

RECOGNISED, feedback will be more detailed and give shortcomings in your evidence and specific

suggestions as to how these may be remedied.

The deliberations of the panel, your application and references, are all confidential. Nothing of your

application evidence, or adjudication process and outcome should be communicated to a third party.

6.5 Adjudication criteria

It is the collective responsibility of the panel to maintain standards against the UKPSF and the criteria

for recognition for each category of fellowship are the same as those given in the UKPSF.

The principles that guide the decision-making on the evidence are:

1. Breadth: are all relevant dimensions of UKPSF covered in the evidence, including core

knowledge and professional values? Are they made sufficiently explicit? Where are the

concentrations and the sparser areas?

2. Descriptor: is the evidence provided at the appropriate Descriptor? Are appropriate

impact and effectiveness demonstrated, either explicitly or implicitly, in the evidence

presented? Are these two qualities addressed by the referees? Is the candidate

consistently operating at the desired descriptor?

3. Evidential clarity and self-awareness: is the evidence appropriately linked to the

UKPSF? Is the applicant appropriately cognizant of the dimensions and categories of the

UKPSF? Has the applicant shown appropriate self-awareness?

29

6.6 Feedback from the Panel

Where an award is made, advice will be offered as to how the successful applicants can employ their

role and skills to further enhance their area of provision and engage collegially in the development of

their peers.

In the case where an award is not made, the applicant will be given specific advice and an action

plan to guide them in their one chance at resubmission. If, on resubmission, the evidence is still

found to be inadequate, the applicant must wait at least a full 12 months before attempting a new

submission.

Finally, the administrative office will add the names and details of the successful applicants onto

HEA database and successful applicants will receive an e-mail from the HEA inviting them to register

with MyAcademy, where they can download a copy of their HEA certificate.

6.7 When do you hear the outcome?

You will be normally be notified of the decision by e-mail within 48 hours. Normally, within seven days,

you will receive a formal letter from the chair of the panel with the decision, and feedback from the

panel.

6.8 Moderation of decisions

At least once a year, our external adjudicator (SFHEA) will attend a panel in person. Between times,

they have scrutiny on all decisions that are reached by majority vote (ie not unanimous, and a sample of

decisions that are unanimous and asked to comment upon them. Although they are not directly

involved in the decision-making process, the external adjudicator makes an annual report to the Panel

Chair and a copy of this report is included in our annual return to the HEA.

All evidential submissions, together with their associated two referee statements, and the decision and

feedback of the panel, will be kept on record for at least 3 years, during which time a representative

from the HEA is welcome to inspect them.

6.9 Appeal

Where an applicant is dissatisfied with the procedure by which their application was considered,

they shall have the right to appeal to the Management Committee for the GOLD PDF scheme in

writing, stating their reasons. This Management Committee for the GOLD PDF scheme shall be a

30

semi-permanent committee consisting of the HR Director (or their appointee), the Head of the GLT

(or their appointee), and Senior Fellow of the University. They will consider the original evidence put

forward by the applicant, their referee statements, the feedback from the decision-making panel,

and the reasons for appeal given by the applicant, and either confirm or reverse the original

decision.

The grounds for appeal will be procedural only – that is some irregularity or unfairness in the way

the applicant was handled. Applicants may not appeal simply because they disagree with the

decision. There is no appeal possible from the moderation decision of the Management Committee.

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7. Developing yourself with a view to application

The GOLD framework is not there simply in order to “rubberstamp” your previous experience and the

responsibilities you already have. It’s there to encourage you to commit to developing yourself. There

are many ways in which you can do this, and we list a few suggestions.

7.1 Peer review and dialogue

The easiest and most direct way to develop your skills is to review practice among your peers. Your

mentor may undertake a peer observation of your teaching, but you can invite other colleagues to

review your teaching and you can review theirs. This kind of peer review is commonplace in the area of

assessment, but could equally apply to teaching and learning. Found an action learning set among your

programme team or other colleagues and organise your efforts. This is the kind of mutual help and

development that GOLD supports and will recognise.

You can also use discussions with external examiners, colleagues on university committees and

networks, or from beyond the university to renew your ideas. This is particularly easy to do at

conference events, such as the annual university conferences.

There are informal opportunities for sharing your ideas constructively on a day-to-day basis. These may

relate to any of the areas of activity you engage in and can either be face-to-face or online. It all helps

shape your thinking and provide evidence of professionalism.

7.2 Updating your knowledge of teaching and learning

Update your knowledge of teaching and learning by reading some of the following:

• Aubrey, K. and Riley, A. (2015) Understanding and Using Educational Theories, London: Sage.

• Cleaver, E., Lintern, M. and McLinden, M. (2014) Teaching and Learning in Higher

Education. Disciplinary Approaches to Educational Enquiry. London: Sage.

• Cottrell, S. (2003) The Study Skills Handbook. Second Edition. Basingstoke: Palgrave

Macmillan.

• Cottrell, S. (2011) Critical Thinking Skills: Developing Effective Analysis and Argument.

Basingstoke: Palgrave.

• Fry, H. Ketteridge, S. and Marshall, S. (2009) A Handbook for Teaching and Learning in

Higher Education 3rd Edn, London: Routledge

• Forde, C. McMahon, M. McPhee, A. Patrick, F. (2015), Professional development, reflection

and enquiry, London: SAGE Publications Ltd.

• Illeris, K. (ed). (2009) Contemporary theories of learning: learning theorists ... in their own

words, London: Routledge

• Light, G., Cox, R. and Calkins, S. (2009) Learning and Teaching in Higher Education: The

Reflective Professional 2nd Ed London: Sage Publications.

32

• Murray, R. (Ed.) (2008) The Scholarship of Teaching and Learning in HE, Open University

Press.

• Race, P. (2010) Making Learning Happen 2nd Edn, London: Sage Publications

• Sellars, M (2014) Reflective Practice for Teachers. London: SAGE Publications Ltd.

• Tarrant, P (2013) Reflective Practice and Professional Development. London: SAGE

Publications Ltd.

• Weller, S (2016) Academic Practice. Developing as a Professional in Higher Education.

London: Sage. Chapter 12: Undertaking enquiry into learning and teaching

Most of these texts are available in the University of Greenwich library.

There are also excellent online resources at the HEA website

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

You can attend the Open Lectures in Teaching and Learning, details of which you can find on the Staff

Development tab of the Staff Portal. There are also recordings of Open Lectures in Teaching and

Learning at:

http://vimeo.com/channels/uogedu .

7.3 Reflecting upon feedback from students

Feedback from students provides excellent first hand evidence of effectiveness. This may come first

hand, as representative feedback in the Programme Committee meetings which are held each term, or

in the end-of-course questionnaires which happen on every course.

If you have chat-rooms attached to your courses’ moodle sites, these also may demonstrate

effectiveness. Indirect feedback from students is supplied through the results of assessments you have

marked. New Arrivals, PRES, PTES, igrad, USS and NSS results for your programme and department

may provide further information and sources for reflection.

33

8. Frequently asked questions

• How long does the application process take?

A good applicant, undertaking their application while lecturing full-time, will probably take 2 to 3

months to develop their application form. In theory, it would be possible to complete the process in as

little as six weeks, assuming you have evidence to hand of all the activities, knowledge and values,

appropriate to your chosen category of GOLD Fellowship. You should not hurry your application, any

more than you should attempt to submit “just enough” evidence. Both strategies are calculated to

bring disappointment. The ethos of the GOLD Fellowships and their HEA counterparts is to invest in

your own development. We encourage you to take your time, and take full advantage of the

developmental requirements to extend yourself and your professionalism.

• How far back should I go in collecting and presenting evidence?

Anything in the last three years is regarded as current. If you have evidence from before that, you can

include it provided either (a) it is on-going (e.g. you set up a reporting system which is still being used,

or you inaugurated a student conference which still takes place) or (b) it is still having significant impact,

either upon yourself or upon the context in which you work.

• Can I present evidence from outside the university, for instance from another HEI?

Yes, provided it can be corroborated by one of your referees and is current (i.e. within the last 3 years)

or its impact is on-going. Remember that the GOLD Fellowships only relate to teaching and learning in

the Higher Education sector. You may bring forward experience from outside the sector but you need to

show how it has impacted upon the HE context in which you work and how it relates to the UKPSF.

• Are my research activities and publications relevant?

If they relate to teaching and learning they are extremely relevant. If they are in your specialist

discipline – the subject material (K1) – then they are relevant only in so far as they impact upon your

teaching and learning activities (see Area of Activity A5 and Professional Value V3).

• Can I gain a category of GOLD Fellowship without getting the HEA equivalent?

34

In theory this is the case, and may be of interest to applicants from outside the University of Greenwich

who have to pay HEA recognition fees. You should be aware that HEA fellowship is recognised across

the HE, whereas GOLD is only recognised at University of Greenwich.

• If I am not successful, do I have another chance?

If you are unsuccessful, you have one chance to resubmit an application. If you are unsuccessful twice,

then you will not be allowed to resubmit for 12 months.

• What advice is there for the Mentor and other Referee about their references?

They must write their reference on the proforma on the website and must physically sign it. The

reference should be at least 500 words, and should preferably cite the criteria of UKPSF at the

appropriate descriptor.

If your mentor doesn’t already have a category of fellowship of the HEA, they must attend mentor

training by contacting glt-admin@gre.ac.uk to arrange this.

• Who do I contact to ask for further guidance?

Please contact glt-admin@gre.ac.uk with any further questions.

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Appendix 1: Application for D1 Associate Fellowship

Associate Fellowship is awarded if you are able to demonstrate success and

effectiveness in supporting student learning through your professional role(s) which

may, but need not, include some teaching. Typically, you will be a member of technical

or professional services staff, or an entry level academic.

(Please see Guidance for D1 Associate Fellowship for information on how to fill this in)

SECTION 1 Personal Information Written / Verbal Route (delete as appropriate)

Name:

Role(s): (e.g. Librarian, Learning technologist, Lecturer, Laboratory technician, Demonstrator)

Faculty/School/Department:

Length of employment at University of Greenwich:

Full or part time (please specify fractional equivalent):

Total years of employment in Higher Education:

BANNER Number:

This is an application for Associate Fellowship (Descriptor 1). Please list any relevant qualifications or

awards you already hold (relating to learning and teaching), together with date of attainment.

You should submit your completed application, your TWO references, and your Registration of Intent

form, as pdf attachments to an e-mail sent to SDU@greenwich.ac.uk.

36

SECTION 2 Outlining your professional context

Please give a succinct factual overview (not exceeding 500 words) of your roles, activities and responsibilities

in relation to supporting learning, and those you have held over the last three years, at University of

Greenwich or elsewhere in the HE sector. You should make claims on the right-hand columns against the

dimensions of the UKPSF.

For Associate Fellowship you need to demonstrate at least TWO of the FIVE areas of activity. Please

indicate (with an X) which two of the following areas of activity you regard as central your claim:

A1 A2 A3 A4 A5

If you have chosen area of activity A2 (Teaching and/or supporting learning), please confirm (with an X) you have had a Peer Observation of Teaching (POT) and provide the date of the POT here:

You may choose to use bullet or numbered points, or not. Please see Guidance for D1 Associate

Fellowship for further advice. Where appropriate, include (year) dates.

Professional roles, activities and responsibilities A1-5 K1-6 V1-4

Please note: A1-5 are the Areas of Activity dimensions 1-5, K1-6 are the Core Knowledge dimensions 1-6 and V1-4 are the

Professional Values dimensions 1-4, as listed in the UK Professional Standards Framework.

37

SECTION 3 Reflective Account of Professional Practice You should organise this section under your TWO chosen Areas of Activity (A1-5) of the UKPSF, and make appropriate claims against Core Knowledge (K1-6) and Professional Values (V1-4) in each section. Please do NOT use bullet or numbered points. You should not only share what you do, but also how you do it, why you do it that

way, and how you know it is effective. Please see Guidance for D1 Associate Fellowship for further advice.

Total guide length 1000 words – ie about 500 words for each area.

First Area of Activity (Guide length 500 words):

Second Area of Activity (Guide length 500 words):

SECTION 4 Professional Development Action Plan

Please give a succinct action plan (not exceeding 500 words) of your professional development around learning and teaching for the next year. You may include publicly shared professional development (conferences attended, participation in workshops, etc) but you may also include private professional development (reading, online

research, one-to-one on-the-job learning). Please see Guidance for D1 Associate Fellowship for further advice.

Professional Development Action Plan (next 12 months) A 1-5 K1-6 V1-4

Please note: A1-5 are the Areas of Activity dimensions 1-5, K1-6 are the Core Knowledge dimensions 1-6 and V1-4 are the

Professional Values dimensions 1-4, as listed in the UK Professional Standards Framework.

38

SECTION 5 Your referees Please note that your first referee must be a current employee of University of Greenwich and ideally hold Associate

Fellowship, Fellowship, Senior Fellowship or Principal Fellowship of the HEA.

First referee (Your Mentor)

Name:

Job title:

Faculty/School Category of Fellowship:

Email address

In what capacity can this person comment on your professional practice?

Second referee:

Name:

Job title:

Faculty/School

Organisation

Email address

In what capacity can this person comment on your professional practice?

DECLARATION

I declare that all written work in this application is my own and I grant permission for this application to be processed through plagiarism detection software.

Signature: ________________________________

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Appendix 2: Associate Fellowship evaluation grid

D1 Associate Fellow Evaluation pro-forma

Applicant: Assessor: Overall decision:

Being an Associate Fellow demonstrates an understanding of specific aspects of effective teaching,

learning support methods and student learning. It is awarded to professionals who can demonstrate

that they meet the criteria of Descriptor 1 of the UK Professional Standards Framework for teaching and

supporting learning in higher education.

Descriptor relating to Professional Values Accept Refer Borderline

2.III A commitment to all the Professional Values

Comments

If accepted, only comment if there are substantial strengths which it would be good to share with the

candidate or more widely. If referred or borderline, indicate what the candidate needs to do to be

Accepted.

Comments:

Descriptors relating to Areas of Activity Accept Refer Borderline

2.I

Successful engagement with at least TWO of five areas of Activity

2.IV

Successful engagement in appropriate teaching practices related to

the Areas of Activity

Comments

If accepted, only comment if there are substantial strengths which it would be good to share with the

candidate or more widely. If referred or borderline, indicate what the candidate needs to do to be

Accepted.

Comments

40

Descriptors relating to Core Knowledge Accept Refer Borderline

2.II Appropriate knowledge and understanding across all aspects of

Core Knowledge

2.V Successful incorporation of subject and pedagogic research and/or

scholarship within activities, as part of an integrated approach to

academic practice

2.VI

Successful engagement in continuing professional development in

relation to teaching, learning, assessment and, where appropriate,

related professional practices

Comments

If accepted, only comment if there are substantial strengths which it would be good to share with the

candidate or more widely. If referred or borderline, indicate what the candidate needs to do to be

Accepted.

Comments:

Do the referees broadly corroborate the candidates account?

Summary remarks + if referred recommendations for what the candidate needs to do to be accepted: