HEA accreditation: whether, why, how

1. HEA accreditation
Whether, why, how

2. Who we are
Sarah George
Co-Faculty librarian for Life Sciences,
University of Bradford:
Subject Librarian: Archaeology,
Biomedical Sciences, Chemical
Engineering, Chemistry and Forensics
Senior Fellow HEA
National Teaching Fellow
@EweniceALamb
Jennifer Rowland
Faculty Librarian for Engineering and
Informatics, University of Bradford
Subject Librarian: Computing, Media,
Optometry
and most of Engineering
Fellow HEA
@BradMDTlib
Twitter tag #hea_librarians

3. Who we’re not
• HEA representatives
• Experts in HEA accreditation
• Devotees of academic writing!
Photo credit: Whiteguiltinsanity.com

4. What?
• Higher Education Academy (part of AdvanceHE)
– Nationally and internationally recognised
– Transferrable
– Institutional benchmark
• Postnominals!
• Only HE-level teaching can be used
https://patents.google.com/patent/US4608967A/en

5. So what?
• Recognised outside libraries
– Who sets your budget?
• Institutional aims
• Gets you into some unfamiliar places
• Make yourself indispensible (hopefully)
Haven’t you got
books to stamp?
Image credit https://www.shutterstock.com/image-photo/grumpy-looking-old-style-schoolmaster-188475221

6. Now what? Discussion
• Why would you go for HEA accreditation?
• What would be the barriers / disadvantages
5 minutes, prepare to feed back

7. Categories of recognition
• Associate Fellow
• Fellow
• Senior Fellow
• Principal Fellow
• Category tool
https://www.heacademy.ac.uk/individuals/fellowship#section
-2
13 July 20197

8. Core knowledge
K1 The subject material
K2 Appropriate methods for teaching, learning and
assessing 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
Professional Values
V1 Respect 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
Professional
standards
framework
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 practices

9. Core knowledge
K1 The subject material
K2 Appropriate methods for teaching, learning and
assessing 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
Professional Values
V1 Respect 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
Associate
Two of these
including CPD
K1 and K2
Values in
facilitating others’
teaching
https://www.heacademy.ac.uk/download/associate-fellow-hea-guidance-notes
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 practices

10. Core knowledge
K1 The subject material
K2 Appropriate methods for teaching, learning and
assessing 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
Professional Values
V1 Respect 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
Fellow
https://www.heacademy.ac.uk/download/fellow-hea-guidance-notes
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 practices

11. Core knowledge
K1 The subject material
K2 Appropriate methods for teaching, learning and
assessing 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
Professional Values
V1 Respect 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
Senior
https://www.heacademy.ac.uk/download/senior-fellow-hea-guidance-notes
Co-ordination, support,
supervision,
management /
mentoring
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 practices

12. Core knowledge
K1 The subject material
K2 Appropriate methods for teaching, learning and
assessing 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
Professional Values
V1 Respect 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
Principal
https://www.heacademy.ac.uk/download/principal-fellow-guidance-and-application-template
Strategic leadership,
organisational policies,
championing integrated
approach to academic
practice
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 practices

13. Areas of
activity
Knowledge Values Extras Word
count
Cost
(subscribing
/ non-
subscribing
institution)
Associate 2 of 5 K1 and K2 All (In
support
of others)
CPD (can use A5 as
one of your two areas)
1400 £100/£200
Fellow All All All - 3000 £200/£400
Senior
Fellow
All All All Co-ordination,
support,
supervision,
management/
mentoring. 2 case
studies
6000 £300/£600
Principal
Fellow
All All All Strategic leadership,
organisational
policies, championing
integrated education.
Record of educational
impact
7000 £500/£1000

14. Categories: What they’re not
• A slide
– No fallback award!
• Or a ladder
– Seniority of job≠Level
• They ARE all
about teaching!
13 July 201914 Image credit https://www.tes.com/teaching-resource/ks3-science-revision-snakes-and-ladders-11462937

15. 3 minute activity
• List all of your teaching and learning support activities
– Any size of group including one-to-ones
– Online or in person
– Formal or informal
– Doesn’t have to be credit-bearing
 Don’t think too hard!

16. Core knowledge
K1 The subject material
K2 Appropriate methods for teaching, learning and
assessing 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
Professional Values
V1 Respect 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
Professional
standards
framework
Examples reused with
permission from
ALDinHE
https://aldinheprofdev.files.wordpress.com/2010/10/ld-maps-reversed-mapping-aug-2015.pdf
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 practices

17. Areas of activity: What you do
• All teaching / learning support activities
• Any size of group, including one-to-one
• Formal or informal
• Face-to-face or online
• Includes CPD, reading etc.

18. A1 Design and plan learning activities and/or
programmes of study
• Planning & teaching sessions
• Creating learning materials for yourself or others, including
online resources
• Creating & facilitating staff development
• Using literature to inform practice of self and others

19. A2 Teach and/or support learning
• Formal and informal teaching sessions
• One to one appointments
• Supporting student peer mentoring activities
• Creating learning materials
• Creating & facilitating staff development
• Mentoring colleagues

20. A3 Assess and give feedback to learners
• Giving effective feedback (either formative or summative) to
students on assignments
• Provide feedback to students during sessions
• Helping students to understand and use feedback from
course tutors
• Reading about feedback or undergoing relevant CPD
Provide staff with overview of how students perceive
feedback
• More later!

21. A4: Develop effective learning environments and
approaches to student support and guidance
• Promoting inclusivity and diversity in learning
• Tailoring teaching for the needs of different groups or forms of learning
(e.g. distance learning / learning on placement)
• Designing and maintaining effective learning environments, both
physical and online
• Developing models and good practice for teaching and supporting
student learning
• Ensuring your availability to assist students
• Advising on curriculum design
• Developing a cycle of evaluation, review, and decision making
• Designing publicity materials
• Using literature to inform practice of self and others

22. A5: Engage in continuing professional development
in subjects/disciplines and their pedagogy,
incorporating research, scholarship and the
evaluation of professional practices
• Using literature to inform the teaching and learning practice
of self and others
• Attending conferences or CPD sessions
• Peer discussion / reading groups or journal clubs
• Undertaking pedagogic research
• Groups, meeting, networking

23. Core Knowledge: What you know
• What you know
• How you implement it
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24. K1 The subject material
• Information literacy theory and practice
• Study skills
• Subjects you support

25. K2 Appropriate methods for teaching,
learning and assessing in the subject area and
at the level of the academic programme
• Level
• Subject
• Knowledge of the student dynamic

26. K3 How students learn, both generally and
within their subject/disciplinary area(s)
• Educational theory (doesn’t have to be too complex!)
• Theory / practice of information literacy
• Different student groups

27. K4 The use and value of appropriate learning
technologies
• Doesn’t need to be terribly technical
• “Appropriate” is the key word
• Awareness of how different student groups interact with
technology
– Mature students
– Distance learners
– Disability
– Preference!
• Using technology eg social media to further your own T&L
practice

28. K5 Methods for evaluating the effectiveness
of teaching
• Reflection on what has and hasn’t worked for you
• Reflective cycle – how you have modified your practice
following reflection
• Peer review
• Evaluating impact of teaching
– Feedback
– Performance
– Knowledge before / after

29. K6 The implications of quality assurance and
quality enhancement for academic and
professional practice with a particular focus on
teaching
• Formal stuff: staff-student liaison, exam boards, course
approval / review
• Institutional level: QAA code, subject benchmarks, TEF
• Where your practice fits
– Graduate attributes
– Employability
• Reflection on literature

30. Professional values
• Diversity
• Reflection
• Evidence-base
• Decency!
13 July 201930

31. V1 Respect individual learners and diverse
learning communities
• Going beyond “one size fits all”
• How have you modified your teaching to fit particular
needs?
• One-to-one support, particularly for vulnerable individuals
• Supporting academic staff in making their teaching
accessible
• CPD / reading on inclusivity

32. V2 Promote participation in higher education
and equality of opportunity for learners
• Enhancing accessibility of service / building to groups such
as disabled students, part-time learners, returners to
education
• Raising staff awareness of student diversity
• CPD / reading on inclusivity

33. V3 Use evidence-informed approaches and
the outcomes from research, scholarship and
continuing professional development
• Doesn’t have to be formal CPD, can be reading, feedback,
conversations, emulating others
• Show how evidence has influenced your practice
• References!

34. V4 Acknowledge the wider context in which
higher education operates recognising the
implications for professional practice
• Legislation eg Equality Duty
• Standards eg QAA
• Institutional and internal strategies
• Internal and external networks

35. Assessment: the final frontier
13 July 201935 Image credit https://www.jpl.nasa.gov/spaceimages/details.php?id=PIA13123

36. Really easy: do what you’re doing
• Informal feedback
• One-to-one interactions
BUT:
• Word count!

37. Still pretty easy: tweak what you’re doing
• In-class activities
– Posters
– Group presentations
– Reports
• Worksheets
• Online exercises
• (Tell the students they’re getting formative feedback, it can’t
hurt the NSS scores…)

38. Quite easy: muscle in
• Assessed presentations
• Second-marking
– Mini-projects
– Portfolios
• Get on staff mailing lists
• No new skills
 A few bits of admin
https://flic.kr/p/8gSrJW

39. More work: an assessment of your own
• Online tests
– Quick to create and mark
– Hard to avoid shallow assessment
– Success by guesswork
– Easy solution to institutional issues?
• Essays / reports / exams
• Annotated bibliography
• Wikipedia critique
• Search strategies
• Comment on Turnitin draft

40. Unfamiliar subject? What you mark
• Grammar/spelling
• Quality of sources
• Referencing
• Delivery
• Sense

41. Other advantages
• “Will this be on the exam”?
• Students who need your instruction most engage with it the least
• Break through the module barrier!
• Tailor assessments to your library’s strengths
• Make appropriate to level of information literacy
• Discover students’ research interests
• Tailor teaching to assessment
• Promote under-used resources

42. Shut up and write!
13 July 201942
• Choose one area of activity and
start to write
• Add in values and knowledge
• Relate everything to Teaching
and Learning
• Explain library language
• “I” not “we”
• Some hopefully handy hints:
https://www.slideshare.net/JenniferRowland8/reflective-
writing-for-hea-fellowship-for-librarians

43. Resources used
• Northampton’s UKPSF self-audit tool
• https://mypad.northampton.ac.uk/candoun/files/2015/09/2.01.-UKPSF-
Audit-Tool-2-23aba1q.pdf
• QAA code http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-
code
• ALDinHE toolkit https://aldinheprofdev.files.wordpress.com/2010/10/ld-
maps-reversed-mapping-aug-2015.pdf
• HEA main page https://www.heacademy.ac.uk/individuals/fellowship
• HEA advice for learning support staff
https://www.heacademy.ac.uk/system/files/downloads/UKPSF%20Dimensio
ns%20of%20the%20framework%20-
%20staff%20in%20learning%20support%20roles.pdf
• HEA Fellowship category tool
https://www.heacademy.ac.uk/individuals/fellowship#section-2
13 July 201943