This document provides information about applying for fellowship with the Higher Education Academy (HEA) through Swansea University's application route. It discusses the different fellowship categories (Associate, Fellow, Senior Fellow), benefits of fellowship, and application requirements and deadlines. The key aspects of written and presentation application routes are summarized, including reflective and administrative elements, word count requirements, and assessment criteria. Support for putting together an application is also outlined.
A presentation for staff of Swansea University explaining the UK PSF, the categories of HEA Fellowship and how to apply for the internal route at Swansea.
HEA Fellowship Assessor and mentor trainingLouise Rees
A training session for Swansea University staff involved in the internal route for assessing HEA fellowship applications (all categories). Session held January 20 2016
A presentation for staff of Swansea University explaining the UK PSF, the categories of HEA Fellowship and how to apply for the internal route at Swansea.
HEA Fellowship Assessor and mentor trainingLouise Rees
A training session for Swansea University staff involved in the internal route for assessing HEA fellowship applications (all categories). Session held January 20 2016
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Writing retreat: Associate Fellow or Fellow
This writing retreat is for staff who are relatively new to teaching and learning in higher education, or support staff with substantive learning and teaching responsibilities such as technicians, librarians, and consultants who teach, will find this full-day writing retreat of interest.
Attaining professional recognition can play a key part of career development. This event will give you the time to reflect on and write about your professional practice in higher education. Through group discussions and one-to-one support from HEA academics you will identify evidence sources on which to draw as you begin to write your application.
Outcome-based education (OBE) is an educational theory that bases each part of an educational system around goals (outcomes). By the end of the educational experience, each student should have achieved the goal.
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Hea enhancement event london oct2014_professional recognition writing consult...Rajesh Dhimar
Writing retreat: Associate Fellow or Fellow
This writing retreat is for staff who are relatively new to teaching and learning in higher education, or support staff with substantive learning and teaching responsibilities such as technicians, librarians, and consultants who teach, will find this full-day writing retreat of interest.
Attaining professional recognition can play a key part of career development. This event will give you the time to reflect on and write about your professional practice in higher education. Through group discussions and one-to-one support from HEA academics you will identify evidence sources on which to draw as you begin to write your application.
Outcome-based education (OBE) is an educational theory that bases each part of an educational system around goals (outcomes). By the end of the educational experience, each student should have achieved the goal.
Outcome Based Education is the need for today's era, we must define each objective of each course and should map to our program objectives to graduate attributes of institute and Nation.
Sue Holmes, Director of Estates and Facilities Management at Oxford Brookes University, delivered an engaging keynote on Estate quality and how it is is linked to student choice and expectations. This session explored the issues and challenges of defining and delivering a transformational estate. How do we ensure that spaces provide a forty year building life, meet immediate needs, but are flexible enough in many cases, to meet future and as yet undefined need? Transformational spaces require transformational concepts and ideas that many colleagues will then need to articulate and deliver.
Whether providing new space or refurbishing existing spaces, for teaching, research, or residential needs, estates projects always have a significant impact on users, our campus community and inevitably our local area. With challenging legislative compliance and a need to ensure we manage future operational costs, transforming our estate reaches far and deep.
Bostock King Parker ICED2014 slides Qualified to teachStephen Bostock
Qualified to teach: The impact on professional development of national standards and KPIs within a marketised HE sector, by Stephen Bostock, Helen King and Pam Parker.
Paper at ICED 2014 Stockholm
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Presentation by Professor Simon Haslett at the Aegean Omiros College, Athens, Greece, on Thursday 19th May 2011. Simon Haslett is Professor of Physical Geography and Dean of the School of STEM at the University of Wales.
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2. The HEA -
National body for enhancing learning and teaching in
higher education (HE)
Excellent learning and teaching guidance
Responsible for the UK Professional Standards
Framework (UK PSF)
4. The formal recognition
of staff adhering to the
principles of the United
Kingdom UK
Professional Standards
Framework (UK PSF)
Different categories of
Fellowship according to
length of employment
in HE AND also role in
leading change in
others in HE within
your subject area,
College, within the
institution or nationally
5. • Commitment to professionalism, recognising good teaching
• Alignment with the United Kingdom Professional Standards
Framework (UK PSF)
• Portability with UK-wide relevance and desirability
• Networking and further CPD opportunities
• More Letters after your name!
Associate
Fellow of the
Higher
Education
Academy
(Descriptor 1)
AFHEA
Fellow of the
Higher
Education
Academy
(Descriptor 2)
FHEA
Senior Fellow
of the Higher
Education
Academy
(Descriptor 3)
SFHEA
Principal Fellow
of the Higher
Education
Academy
(Descriptor 4)
PFHEA
6. Fellowship substantially enhances a promotion application
The application process and the reflection it requires will provide
personal benefits to you as a teacher
Fellowship is embedded within the University’s strategic goals of
“Research Led Learning and Inspiring Teaching”
7. What is the UK PSF?
Areas of
Activity
Professional
Values
Core
Knowledge
9. Fellowship Categories
Associate Fellow
• Understanding of Learning, Teaching & Assessment
• At least 2 of the 5 Areas of Activity
• A commitment to appropriate Professional Values
• Appropriate Core Knowledge and understanding of at least K1 and K2
• Relevant professional practices, subject and pedagogic research and/or
scholarship within the above activities
• Successful engagement, where appropriate, in professional development activity
related to teaching, learning and assessment responsibilities
AssociateFellow
Likely Staff Groups
• Staff new to teaching (including those with part-time academic responsibilities)
• Staff who support academic provision (eg. Learning technologists, learning
developers and learning resource/library staff)
• Staff who undertake demonstrator/technician roles that incorporate some
teaching related responsibilities
• Experienced staff in relevant professional areas who may be new to teaching
and/or supporting learning, or who have a limited teaching portfolio
Paraphrased from
the UK PSF
Category Listing
10. Fellowship Categories
Fellow
• Broader understanding of Learning, Teaching and Assessment Issues
• Successful Engagement in all five Areas of Activity
• Appropriate knowledge and understanding across all aspects of Core
Knowledge
• A commitment to all the Professional Values
• Successful incorporation of subject and pedagogic research and/or
scholarship
• Successful engagement in CPD related to teaching, learning, assessment and,
where appropriate, related professional Practices
Fellow
Likely Staff Groups
• Academic staff who have been working in HE prior to the UKPSF
being implemented
• Experienced academics relatively new to UK higher education
• Early career academics
• Academic-related and/or support staff holding substantive
teaching and learning responsibilities
• Staff with (sometimes significant) teaching-only responsibilities
including, for example, within work-based settings
Paraphrased from
the UK PSF
Category Listing
11. Fellowship Categories
Senior Fellow
• Thorough understanding of LTA issues
• Successful engagement in all five Areas of Activity; Appropriate
knowledge and understanding across all aspects of Core Knowledge
• A commitment to all the Professional Values
• Successful incorporation of subject and pedagogic research and/or
scholarship
• Successful engagement in CPD related to teaching, learning, assessment
and, where appropriate, related professional practices
• Successful track record of leadership: Successful co-
ordination, support, supervision, management and/or
mentoring of others (whether individuals and/or teams) in
relation to teaching and learning
SeniorFellow
Likely Staff Groups
• Experienced staff able to demonstrate, impact and influence through, for
example, responsibility for leading, managing or organising programmes,
subjects and/or disciplinary areas
• Experienced subject mentors and staff who support those new to teaching
• Experienced staff with departmental and/or wider teaching and learning
support advisory responsibilities within an institution
Paraphrased from
the UK PSF
Item in bold is the key descriptor
differentiating this from Fellow.
Category
Listing
12. Fellowship Categories
Principal Fellow
• Sustained record of effective strategic leadership
• Active commitment to and championing of all Dimensions of the Framework
• Successful, strategic leadership to enhance student learning and teaching quality in
institutional, and/or (inter)national settings
• Establishing effective organisational policies and/or strategies for supporting and
promoting others
• Championing, within institutional and/or wider settings, an integrated approach to
academic practice
• A sustained and successful commitment to, and engagement in, CPD
PrincipalFellow
Likely Staff Groups
• Highly experienced and/or senior staff with wide ranging academic or academic-
related strategic leadership responsibilities
• Staff responsible for institutional strategic leadership and policymaking in the
area of teaching and learning
• Staff who have strategic impact and influence in relation to teaching and learning
that extends beyond their own institution
Paraphrased from
the UK PSF
Please note that this is not currently supported by the Swansea
Application Route – requires direct application to the HEA
Category
Listing
13. The Swansea Application Route –
Routes available
Both routes available for Associate Fellow,
Fellow or Senior Fellow applications.
Written Application Route A Presentation Route
14. Application Deadlines
Submission deadlines for 2015/16
Outcomes will be given approximately
12 weeks following submission.
April July 2016/17
Mon 4/04/16
at 2 p.m.
Fri 1/07/16
at 2 p.m.
Dates TBC –
likely mid Sep,
Jan, Apr and July
15. Written Application for
HEA FELLOWSHIP
Reflective Elements
Reflective Account
(focus on the Areas of Activity and
cross reference Core Knowledge
and Professional Values).
Leadership element for SF within.
Administrative
Elements
Applicant
Information
2
References
Line
Manager
Signoff
Applicant
checklist
Case Studies
(for Senior Fellowship)
16. Reflective Account – Written Applications
Within each of the 5 Areas of Activity sections, there must be cross referencing to the
Core Knowledge and Professional Values, along with hyperlinks/references/
attached evidence where appropriate to substantiate your reflection and statements.
Reflective Account
Background &
Teaching
Philosophy Area of Activity
1
Area of Activity
2Area of Activity
3
Area of Activity
4
Area of Activity
5
Each
section -
500 words
+/- 10%)
17. Differences in Written Requirements
All 5 Areas of Activity (3000 words)
Demonstrate ALL Core Knowledge
Commitment to all Professional Values
Leadership to be embedded throughout
Associate
Fellow
Fellow
Senior
Fellow
2 of the 5 Areas of Activity (1500 words)
Minimum K1 and K2 (Core Knowledge)
Commitment to all Professional Values
All 5 Areas of Activity (3000 words)
Demonstrate ALL Core Knowledge
Commitment to all Professional Values
(2 Case
Studies (up
to 3000
words
across both)
+/ 10%
discretion in
both the
Reflective
Account and
Case Studies
word limits
Reflective Account
18. Presentation Application for
HEA Fellowship
Reflective Elements
Areas of Activity, Core
Knowledge, Professional
Values Listing
Leadership element for
SF within.
Applicant
Information
Line
Manager
Signoff
Presentation
Delivery
Presentation
Summary
Case Studies
(for Senior Fellowships)
Administrative
Elements
References
Applicant
checklist
19. Key Differences in Presentation
Requirements
All 5 Areas of Activity, Core
Knowledge and Professional
Values (Listings)
Leadership to be
embedded throughout
Associate
Fellow
Fellow
Senior
Fellow
2 of the 5 Areas of Activity ,
at least K1 and K2 (Core
Knowledge), Commitment to
all Professional Values
(Listings)
All 5 Areas of Activity, Core
Knowledge and Professional
Values (Listings)
(2 Case
Studies (up
to 3000
words
across both)
with +/- 10%
allowance
Presentation
Duration: 45
minutes.
Presentation
Duration: 30
minutes.
Presentation
Duration: 20
minutes.
Plus 10
mins for
questions
from
assessors
20. Which must be evidenced and
varies by category of fellowship
The Assessment Criteria – UK PSF
Requirements
Knowledge and
understanding of
LTA issues
Areas of Activity Core Knowledge
Professional
Values
Reference to
pedagogical
literature
CPD
Leadership – for
Senior Fellows
21. Which must be evidenced and
varies by category of fellowship
The Assessment Criteria – General
Principles
Student-
centredness
Format of
Submission - first
person and
enthusiasm
Influence and
Reflection – Not
description
Evidenced
22. Putting your Application together
Materials/Inputs
• Understanding of the UK PSF
• Decisions on Fellowship category, timeframe
• Evidence of your experience and reflection - referees
• Your application in Pebble+ (Word-based versions
available for you to undertake initial drafting)
Ongoing Support
• Other Fellows
• Mentor Support
• Reminders from SALT about
support and deadlines
• Videos and resources
Support Sessions
• Developing your Application
• Writing Reflectively
• Case studies and Leadership
• Using Pebble+
24. Some more Key Challenges
Using Pebble+
Knowledge
References and Line
Manager Sign-off
25. What kinds of evidence?
• Excerpts from module feedback/peer review
forms, with selected examples uploaded
• Links to videos, websites if you’ve presented
at conferences, the modules taught (NOT BB
direct though!)
• Powerpoints, photos, reference to specific
lecture materials exemplifying the UK PSF
dimensions, posters
• Relevant emails from staff/students
• Links to reviews of your books/practice
TIP: See “Indicative Activities” on our Website
26. Scrutiny according to the
Assessment Criteria
Recommendations will be
one of the following 3 options:
Proceed Clarify Return
Fellowship
granted
Revise/add
evidence to
application and
re-submit
Major revisions
and/or
gain/demonstrate
evidence
27. Next Steps - In a Nutshell
Discuss
• With line
manager
• With other
Fellows
Decide
• Category of
Fellowship
• Route
• Deadline
Tell Me
• Pebble+
access
• advice and
guidance
• Sessions you
can attend
28. Putting together your application
– Videos – for guidance
– Assessment Criteria – Strengths and Weaknesses
– Mentor support
– Support Sessions
– Use Word application template BUT transfer to Pebble+
– Evidence gathering
– Referees and Line Manager sign-off Image Source: Province of BC:
https://www.flickr.com/photos/bcgovphotos/7030374937/
in/photostream/
29. Support sessions on the Singleton Campus
Developing your Application
Writing Reflectively
Date Time Room
3 February 2-4 p.m. KH426
Date Time Room
21 January 1-3 p.m. JC- B04
27 January 2-4 p.m. JC- B04
24
February
2-4 p.m. JC- B04
Pebble+
Date Time Room
24
February
12.15 –
1.15 p.m.
Training
Room 3 - LIC
2 March 2 – 3
p.m.
Training
Room 3 - LIC
Case Studies and
Leadership
Date Time Room
8 February 10 – 12
noon
JC-B04
2 March 5-7 p.m. KH230
30. More information?
See the SALT website:
https://salt.swan.ac.uk/about-the-hea-and-
ukpsf/
Also specifically SALT TV
https://salt.swan.ac.uk/salt-tv/
Search for “HEA Fellowship Vicky Davies” – there are 2
videos there explaining the difference in categories,
especially D3 and the Strengths and Weaknesses
Explain that the website has some fundamental tools to help you in your teaching and assessment
If you loginto My Academy you can register then to receive its newsletter and digest.
As a Fellow, they offer specific sessions
There is however a minimum – 3 years on HE.
When I refer to ‘Fellowship’ its generic and not specifically meaning the category of Fellow.
Mention the Descriptors
Ask the Fellows here to input.
Mention strategic goals of 80% of staff by 2020 will have Fellowship or a recognised teaching qualification in HE. This includes applications via the experienced route – the SAR PLUS through on the certificated routes available.
Won’t go into detail in this session. For each Dimension, there are a number of sub-elements. For example, 5 Areas of Activity, 6 Core Knowledge and 4 Professional values.
More information on our website about it, in the leaflet and a ‘simple’ guide is being developed.
In the meantime, a document Indicative Activities has more information about what these means.
The UK PSF underpins each of these categories. Additionally, there are specific features of each category which I’ll outline further.
The extent to which they have to meet the UKPSF slightly varies.
An understanding of LTA
Meets 2 of the 5 Areas of Activity
Has to meet K1 and K2 at a minimum,
Other professional Values, relevant professional practice related to the role and also CPD
Is the typical category of most academic staff.
A broader understanding of LTA
Meets all Areas of Activity, all the Core Knowledge and professional Values
Ongoing engagement in CPD
At least 50% of the Evidence should be within the last 2-3 years.
Students are most typically their direct level of influence
A more thorough understanding of LTA
Meets all Areas of Activity, all the Core Knowledge and professional Values, but also demonstrates sucecssful track record of leadership in tehir areas and in partciluar leadership of other staff in HE – within or outisde of the Universirty. Bnuit in HE.
Ongoing engagement in CPD
References, including to pedagogical literature are expected and not just that they’ve been read, but acted upon and reflected in our practice.
At least 50% of the Evidence should be within the last 5 years, in particular the leadership. Doesn’t have to be the same example of leadership.
Other Staff are most typically their direct level of influence
There are 2 routes available for ANY of the categories
There are 4 application deadlines. No extensions. Applications can be moved between deadlines.
You are responsible for contacting and getting your references.
At least 1 should be an employee of the University.
Preferably, at least one of your referee should have Fellowship of the HEA at least at the category you are applying for.
Your referee can be your line manager and/or mentor
Recently retired staff (e.g. within last 6 months) can be your referee.
Areas of Activity forms the scaffolding for the application.
All complete the Background and Teaching Philosophy
AF choose any 2 of the 5. F and SF must do all 5.
Cross referencing to the Core Knowledge (Ks) and Professional Values (v).
AF – K1 and K2 must be there.
Evidence to be attached/weblinked.
The requirements are outlined in the other handout
UK PSF – we expect there to be cross-referencing throughout the account/signalling of it within the presentation
Your application is based on what you are able to demonstrate in relation to the UK PSF and for Senior Fellowship your influence of others
In addition to the specific characteristics of the categories as outlined in the UK PSF, we have also adopted these principles, three of which are explicit in the Assessment Criteria, the fourth is expected throughout the application.
The first 3 – student centred-ness, reflection and demonstrating enthusiasm in your words come from the general principles of successful applications shared with us by the HEA.
The fourth is unique to Swansea. Direct applications to the HEA don’t require any evidence other than references to be submitted.
You MUST attach evidence, or if the evidence is on the web, refer to the URL in support of your application.
First - You have to have an understanding of what the UKPSF and its detailed dimensions mean?
I have diagnostics available and cover this in the initial ‘Developing your applications’ sessions. There are also resources on our website and currently an document called Indicative Activities – which I’m in the process of simplifying – what do these Dimensions mean in practice.
You have some decisions to make.
You have evidence to gather and referees to find. 2 references, at least one MUST be an SU employee. Ideally, they should be Fellows or SF of the HEA…to at least the category you are applying. But more importantly, familiar with your work and be able to frame their reference with their own understanding of the UK PSF and how you are demonstrating your experience against it.
Second – there are formal sessions available – more details on our website under Information and Support sessions and signup through our Events page.
Third – there are more informal sessions and resources for you to read.
Ask the Fellows present to discuss their experience about these.
Time
Writing Reflectively – I and me, not we – the scientific approach
Evidence
Knowledge – of the UK PSF and also some of the relevant literature related to teaching and supporting learning. But some of the references – can be informal, e.g. Research Reports/Conferences on Climate Change, WWF/media reports, newspaper articles – don’t have to be academic references – though for Senior Fellow there should be.
References and Line Manager – identify them early and ensure that they get sight of your application so they can write a meaningful reference/
Don’t leave it until the week of the application deadline! SF applications in particular take a long time.
I plan on putting up an exemplar of Referee letter very soon.
Pebble+ - it takes time to upload your evidence to Pebble +. Please come along to the short sessions explaining how to use it.
Click through each one.
Remind them that direct links to BB won’t work for us – so do screen shots or provide the resource.
Keep those testimonial emails of thanks!
Proceed – recommendation to the IT@S Panel.
Clarify – Specific Areas that require revision. The magnitude and timeframe for response will be highlighted in the feedback. revisions. Probably achievable within a few weeks, and would encourage to resubmit ASAP or to next submission deadline.
No penalty for not doing that though. You can submit as many times as you wish.
Return – more substantial revisions are required. More time and experience before preparing a new application.
Assessors may also indicate if you should apply for a different category of Fellowship; but a ‘fall-back’ Fellowship isn’t possible.
Discuss with line manager about the Category etc.
Decide – what category you want to apply for – diagnostic and guidance available on the website.
Tell Me.
You’ll also get a follow-up email with links to example of Pebble+ application etc.