The new guidance has been used with focus groups of disabled students and the feedback has been incredibly positive, including feedback such as this would have helped my understanding of referencing so much and I would have been much more independent with this the latter is incredibly important for students self-determination and independence without asking for accommodations (Bruce, 2020) [V1, V2, K5, K6]. Lochtie, D., Stork, A., McIntosh, E. and Walker, B. Examples of staff who may wish to apply Types of activity & evidence for Fellowship Category . Requirements for Fellowship Level What does your application need to demonstrate? In this role I am improving the accessibility of information literacy research to improve and enrich the teaching of librarians internationally [V3, V4], and access to this pedagogy and information behaviour scholarship has further enriched my understanding of teaching in this area. I'm a senior lecturer in Psychology at Anglia Ruskin University, Cambridge. The primary reason for my application for Associate Fellowship over Fellowship was the experience requirement, as I don't have the equivalent of three years of full time teaching. I had read many news articles on these MOOCs but felt that in order to really understand the hype I had to have a go and complete one of these courses. The Higher Education Academy awards Fellowship with an expectation that Fellows will remain in 'good standing'. I have created many online tutorials and guides to advise staff and students on using technology to support teaching and/or learning. Since September 2020, I have been a copy editor for the Journal of Information Literacy, a leading international, peer-reviewed open access journal for the theory and practice of information literacy. Higher Education Academy (HEA) Fellowship The University of Sunderland is accredited by the Higher Education Academy to award Fellowship aligned to the UK Professional Standards Framework (UK PSF). Through engaging in a practical process of research, reflection and development, culminating in the production of a reflective teaching portfolio, I was able to demonstrate my commitment to teaching, learning and the student experience. My research and practice in accessibility has particularly developed my approaches to social constructivism so that a disability lens helps me to see where inaccessibility is a barrier to constructing knowledge, how this introduces inequity into my classroom, and asks me to rethink my teaching to reduce such inequities [A4, A5, K2, K3, V1, V2]. Quality Evaluation Learning and Teaching Unit PhD co-supervisor "Authentic Leadership: The Development and Measurement of a Contemporary Leadership Theory in an Australian Context". Hattie, J. and Timperley, H. (2007) The Power of Feedback,Review of Educational Research, 77(1), pp. Although this sounded quite exciting, we knew it would be a challenge to ensure that the pace of the session would be suitable for all who attended. Other aspects of the academic role such as research, involvement in academic societies, administrations etc., may be relevant to the Fellowship application, but only in as much as they relate to learning and teaching in higher education. Therefore I invite the lecturer to come and see me with their assessment brief, work out what processes and outcomes the students are expected to demonstrate, then work together to build up learning activities that utilise Mahara's many tools and functions. Book review: Laura Ellingson Embodiment in qualitativeresearch. I often try to identify opportunities where I can support student learning, including staff in need of training. Feedback like this is very helpful, and its encouraging to see that a high-profile academic is promoting us amongst their colleagues. Orthopedics. The other areas are: Evidencing A2: Teach and/or support learning. Robert Gordon University. (2020) Rebooting Inclusive Education? Li, M. (2020) Multimodal pedagogy in TESOL teacher education: Students perspectives, System, 94. doi: 10.1016/j.system.2020.102337. that I may be missing something important and that there is never enough Their stated purpose is to make higher education the best it can be. This was a particularly impressive aspect of your claim which you demonstrated in relation to both scholarship and practice. Give detail about the specific context; sometimes there is a need to make the institutional and discipline context more explicit. I wish to confirm that the evidence of teaching/support of student learning drawn on for the application ofSam Tayloris correct, and that the applicant has been working in a professional capacity in education for a minimum of two years, of which at least one must have been in Higher Education. In my work with first year English Language students, students were grouped by their weekly working groups and received engagement marks for their participation and engagement with the learning tasks, receiving marks for submitting 2 finished references to the group document. [citation needed]Founded in response to the increasing . higher education. Thank you for your interest in applying to be a Fellow of the Higher Education Academy (FHEA). Written essays and reports, although still very important,aren'talways themost appropriate method for testing and challenging students. Williams, T. and Hagood, A. Billett, S. (2009) Personal epistemologies, work and learning,Educational Research Review, 4(3), pp. (2019)Identifying and facilitating a community of practice in information literacy in higher education. Particularly important was the variety in teaching rooms which I was scheduled in, which meant that developing different variations of activities using both technological and non-technological solutions [A1, A2, K2, K4]. Your email address will not be published. This is an application for Fellowship. application. Assessment can be formative, as well as summative. London: UCL Press, pp. You should use this section to describe how through your career you have developed your teaching practice and in the case of Senior Fellowship, influenced others practice. Either way, the mid-unit clinic is only successful if the students have carried out the tasks set prior to the session. HEA fellowship - A portfolio example In 2016 I gained fellowship of the Higher Education Academy. All fellowship. We at SSU are deemed to be one of the front runners in the innovative uses of the myPortfolio software and are often asked to do virtual tours of our systems and help resources to other universities such as Manchester Metropolitan University, University of Bath and recently PACE University in New York using virtual classroom software. It was promoted by the Higher Education Academy (HEA, now Advance HE) as a way of recognising individual university teachers' contribution to learning and teaching.The framework allows eligible staff engaged in teaching and learning to apply for four categories of . This allowed me to not only quickly and informally assess the class to determine the levels of differentiation needed in the planned activities, but also allowed me to track the distance travelled in terms of the students knowledge construction (coupled with my own personal assessment whilst supporting each group during the activity) [A3]. Please choose which you would like to copy: Updated on 25 July 2018, 10:53 AM; 35290 page visits from 29 September 2015 to 4 March 2023, core knowledge needed to carry out those activities at the appropriate level, professional values that I adhered to whilst performing these activities, A2: Teaching and/or supporting student learning, A3: Assessing and giving feedback to learners, A4: Developing effective learning environments & approaches to support & guidance, A5: Engage in CPD in subjects/disciplines and their pedagogy, background as a dancer and dance teacher/choreographer, Building up your online professional profile, my own personal profile and online network, http://mycourse.solent.ac.uk/socialmedia-help, Using Technology to Support your Graduate Associate Position, https://www.coursera.org/course/virtualinstruction, https://portal.solent.ac.uk/it-and-media/learning-technologies/staff-profiles/steve-hogg.aspx. Applicants can review these project statements from successful fellowship applications for assistance in preparing their applications. thanks, Your email address will not be published. AFHEA Supporters Template FHEA Supporters Template The session was titled Using Technology to Support your Graduate Associate Position and lasted two hours, meaning that I had to ensure that I was able to keep my audience engaged and allowed time for reflection, activity, interaction with their peers and opportunities for feedback (see below): ___________________________________________________________. You made appropriate reference to both the dimensions of the framework and the scholarship of learning and teaching an impressive aspect of your work that continued throughout the claim. Your contextual statement gave a good sense of your learning and teaching philosophy, highlighting your commitment to inclusive, student-centered learning. The Advance Higher Education Fellowship is an internationally recognised program. The research reported here was supported by the UK Engineering and Physical Sciences Research Council (EPSRC), EPSRC-LWEC Challenge Fellowship EP/N02950X/1. The main sections of this site are an overview of what myPortfolio is, examples of pages that can be built (and tools that support them), assessment processes, lecturer guidance and finally other types of portfolios. As time went on, I noticed something interesting. To support the lecturers, I will now work with them individually to decide how the induction process would go; some will still book an IT room where the students will work through the videos in one session, others will drip-feed 10 minute activities week by week to be completed as homework. UQ is supporting academic and professional staff and HDR students to apply for an HEA Fellowship through the HEA@UQ program. The PSF sets out the professional standards for higher education. London: UCL Press. Focusing a Critical Lens on Universal Design for Learning, https://cjds.uwaterloo.ca/index.php/cjds/article/view/690, Arriving At Thriving: Learning from disabled students to ensure access for all | Policy Connect, https://www.policyconnect.org.uk/research/arriving-thriving-learning-disabled-students-ensure-access-all(Accessed, Self-Advocacy as Precariousness in University Education, https://cjds.uwaterloo.ca/index.php/cjds/article/view/703, Connor, D. J. I am regularly asked to meet with peers, both virtually and in person, in order to try and work together to identify solutions to common problems and share experiences of success and lessons learned. If you have not heard of this scheme before, Advance HE Academy (formerly the Higher Education . I will also include links to social media sites that are owned by key industry players. Fellowship Exemplar Principal Fellowship Application Form: HEA Guidance on the UKPSF Areas of Activity, Higher Education Academy Fellowships. (eds) Leadership and Diversity in Psychology: Moving beyond the limits. It is a vital component of my role to always consider the pedagogy or process first, rather than try to build learning activities in order to use a specific technology. As part of my CPD I undertook an online course on Emerging Trends and Technologies in Education where I was able to learn about new initiatives going on at other universities around the world. Sam attends and contributes to many conferences in the H.E sector and constantly reflects and considers how the knowledge gained on these continuing professional development activities can enhance her work. In the case studies that followed the contextual statement, it was made clear how you engage in all of the areas of activity. There are usually only between two and three participants in each, allowing for better support, however staff are able to book a one-to-one with me if they dont feel confident learning in a group. Creative Portfolios with Mahara, _______________________________________________________________. Available at:https://blog.yorksj.ac.uk/lgbt/2019/10/11/diversity-in-information-resources-working-towards-inclusion-2/. Cambridge: Harvard University Press. The pedagogical rationale underpinning this activity is that the students were able to engage in active learning through the means of collaborative peer dialogue, wherein each station provided the scaffolding for students existing knowledge and understanding to be activated and reviewed (Robb, 2013) (K2, K3, V3). Fellow Reflective Account of Professional Practice Yes Documents included in this application template References Yes Word count of Reflective Account of Professional Practice: 2790 Date submitted: This is my first submission I am aware that the University of Leeds' accreditation by the HEA to award HEA Fellowships via PRiSE requires applicants Through my online networks I am able to keep up with my peers and stay up-to-date with the latest news and issues to do with my role, however sometimes its great to have more in depth conversations where detailed experiences can be shared. This often allows room for me to think and sometimes learn something new from the outcomes shared by the group. Students watch the videos before the lesson and complete the tasks. I like presenting at conferences too; any opportunity to get out there and show them what Solent are up to and how creative our lecturers and students are. Certified Professional in Accessibility Core Competencies IAAP, candidate 2021. One Principal Lecturer emailed the following to her course team: This afternoon I went to the first of the 'half hour huddles' run by LTU (Sam, Andrew and Christina). They are then invited to share their answers with those sat next to them, giving them the opportunity to fine-tune their responses with their neighbours feedback. HEA Fellowship - Swansea Application Route Example Reference Features Headed paper please as appropriate Dated Signature, name and role Note: this is taken from a reference supported for a successful applicant. If you are submitting an application before 31 December 2023, you can still use the 2011 version of the PSF. (2018)Effective personal tutoring in higher education. Oxford: Chandos. (Click on the icon to your left to view the . 2.VI Successful engagement in appropriate teaching practices related to the Areas of ActivityAccept, 2.V Successful incorporation of subject and pedagogic research and/or scholarship within the above activities, as part of an integrated approach to academic practiceAccept, 2.VI Successful engagement in continuing professional development in relation to teaching, learning assessment, scholarship and, as appropriate, related academic or professional practicesAccept, Test Round 2, 2023. I chose the latter approach as I find it easier to be reflective in a narrative. focussed academics with a focus on senior and principal fellowships. We are able to award Fellowship in all categories - Associate Fellow, Fellow, Senior Fellow and Principal Fellow - to our staff at our four campuses. For future development, consider sharing your findings not just within academic librarianship but everyone who is engaged with developing academic thinking. The Fellowships of the Higher Education Academy are concerned with teaching and learning in higher education. Ableism is also highly prevalent in academia itself (Brown and Leigh, 2020), with Gillberg (2020) specifically critiquing how ableism creates and maintains knowledge production and disciplines itself (Liersh, 2019) critical librarianship asks me to extend this to the work of librarians in HE, and bring disability out of being silent and sidelined (Williams and Hagood, 2019). (2013) Short videos improve student learning in online education, Journal of Computing Sciences in Colleges, 28(5), pp. You should complete this section against the relevant descriptor statements (D1-D3) in the UKPSF, making sure that you provide evidence against the relevant Dimensions of the Framework. London: Policy Connect. DInfSc thesis. Thinking Australia might be next, I expressed interest in the program and went to MQs HEA workshop. Academic development, developing teaching materials, pedagogic research in higher education and designing and delivering workshops are all suitable examples of teaching and learning and in higher education and supporting these activities. Disabled students routinely experience difficulties with university structures, bureaucracy and systems which are not designed around them this includes pedagogy and support mechanisms (Blunkett, Mitchell and Norton, 2020) [V1, V2, V4]. Feedback gained from those who attend say they feel really positive about the sessions as they are learning a lot from their peers. Either way, I will write and build the activities into their myCourse pages (see evidencebelow). Support for writing your application. it). The Fellowship application process is not something you can accomplish quickly. Your explanation of planning, creation of learning environments for learning and delivery of sessions all aligned nicely with your philosophical position. Advance HE is a UK-based member-led, sector-owned charity that promotes excellence in higher education across the world. Career and Leadership Services Sample Cover Letters . I also useSlideShareto publish my presentations, and to date have had over 10,000 hits on my PowerPoint slides. 81112. 1. As with the last 2 cohorts, I will be supporting the submission and marking process to ensure that it adheres to SSUs assessment regulations, and that all students can receive their grades and feedback, including their completed rubric to show a breakdown of their marks. document.getElementById( "ak_js_1" ).setAttribute( "value", ( new Date() ).getTime() ); Enter your email address to follow this blog and receive notifications of new posts by email. This, then, was an explicit step in encouraging and facilitating student self-directed reading and revision (K3, K4, V1, V2). In 2016 I gained fellowship of the Higher Education Academy. My intention is to create training resources for teaching librarians to improve the accessibility of their teaching when it comes to visually impaired students. University of Sheffield. Relevant to those who can demonstrate a sustained record of effectiveness and evidence of supporting others in learning and teaching. I am aware of the importance of accessibility and inclusivity and therefore try to make sure my support is available to as many people in as many ways as possible. The success of each session of learning entirely depends on how motivated the learners are and their reasons for learning. Each student is to be given a worksheet (below) where they can work through a series of about me questions that could hopefully form the start of their profile on LinkedIn, a professional networking site . I regularly attend conferences and webinars to do with educational technologies and I am often invited to present my knowledge on Mahara, Moodle and Social Media usage in education at both regional and national events. Give detail about individual contributions when working on joint projects. My networks can be accessed via my link below: Appropriate methods for teaching and learning in the subject area and at the level of the academic programme, How students learn, both generally and within their subject/ disciplinary area(s), The use and value of appropriate learning technologies, Methods for evaluating the effectiveness of teaching, The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching, Respect for individual learners and diverse learning communities, Promote participation in higher education and equality of opportunity for learners, Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development of learning communities, Acknowledge the wider context in which higher education operates recognising the implications for professional practice, For the attention of Southampton Solent University Professional Recognition Group. . Moreover, even if students were not asking or answering questions, they could still benefit from listening to conversations about relevant issues they needed clarifying (K3, V1). Workshops and seminars provide excellent opportunities to network and share ideas and experiences; the 7 Edutech Wonders sessions and Half Hour Huddles aim to inspire and encourage those in the room to put forward ways in which they could implement their new/updated knowledge. Baglieri, S. (2020) Toward Inclusive Education? As part of this effort, UNSW offers the HEA Fellowship program accredited by Advance HE. As social media and networking involve an element of sharing your own personal data with the world, I knew that those attending my sessions would have very different experiences of using it and therefore I had to ensure that I was sensitive enough not to let those who dont want to use it feel isolated or singled out. Change), You are commenting using your Twitter account. When I first heard about HEA fellowships, I assumed that, if successful, Id be upskilled by HEA (workshops, mentoring, a structured program of some sort, maybe even a grant ). Next to each ILO, I included a self-evaluation scale and instructed students to evaluate their current ability, from 1 (low) to 5 (high). I submitted my application in February 2014. If you could, how would you? educating your staff and students about copyright. The two previous years have involved students (mostly SSU lecturers) compiling a myPortfolio page to display evidence to support a 3000 word reflective report, however students took more time and effort uploading evidence and notes taken in class rather than focus on the main piece of work itself. It also allowed the students to explore the reasons why they made certain decisions in their choices when questioned by myself. Going beyond simply stating ILOs, Biggs (2003) argues that teachers need to engage in constructive alignment, wherein the assessment tasks mirror the ILOs, and the teaching methods reflect and engage with the activities required in the ILOs (K2). Fellowship of the Higher Education Academy is an indicator of professional and PFHEA (Principal Fellow of the Higher Education for example, within work-based. Olga Kozar on 29 August, 2018. In addition to my support, its my role to ensure that the SSU rules and regs with regards to assessments are met and that the technology does support the assessment. I briefly touched on this during A2 where I gave examples of how I use online technologies to support student learning. Supporting Statement Guidance - Associate Fellowship Thank you for agreeing to provide the supporting statement required to corroborate an application for Associate Fellowship of the Higher Education Academy (HEA). (Accessed: 3 October 2019]. One activity written into the workshop asks the leaners to think about how they would present themselves online to prospective employer and incorporates elements of the Active Learning Theory. University teaching in focus: a learning-centred approach. The Massachusetts Institute of Technology (MIT) is a private land-grant research university in Cambridge, Massachusetts.Established in 1861, MIT has played a key role [citation needed] in the development of modern technology and science, and is one of the most prestigious and highly ranked academic institutions in the world. This led me to think about what advice we give to our students at SSU about their own employability skills, and whether or not they knew how to exploit the free web for their own personal gains. doi: 10.1177/1440783313504059. During this year I was rewarded with invites to present my knowledge and experience of using Moodle and Mahara at universities and colleges across the south of England, I was invited to be a technical reviewer for a book on Mahara calledMahara 1.4 Cookbook, I received information regarding jobs across the globe (including some addressed to me directly) and became the go to person for advice on the uses of Mahara, as recommended by my online network. The framework seemed The feedback from both staff and students for these sessions is excellent and I have no hesitation in supporting Sams application for Fellow of the HE Academy. Most of my knowledge and experience comes from CPD and personal development activities that I have undertook so that I am able to confidently design learning activities that align to my objectives and outcomes. Following are successful project statements from a former junior fellow, a senior fellow and a performing/creative I was so inspired that I felt I had to share my new knowledge with the SSU staff and therefore came up with 7 Edutech Wonders series of seminars. In previous years where I would have suggested improvements myself, changing this dynamic has allowed me to informally assess the extent to which they will be able to apply the same criteria to their work as their lecturers will, and to be able to improve their work as a result. Having previously taught in Early Years, Primary, Secondary and Further Education, as well as community theatre education and private music tuition, I have now been teaching in Higher Education at York St John since 2017. Recently, HR asked if I could combine my generic workshop with an overview of myPortfolio to the new intake of SSU Graduate Associates. 119. The Higher Education Academy (HEA) is an international, non-profit organization that promotes teaching excellence in higher education. Harmondsworth: Penguin. Since gaining fellowship, I have shared my portfolio with a number of colleagues, currently writing their fellowship applications, to offer an example of what topics can be considered, how pedagogical literature can be woven into personal reflection, and how the application can be structured. For example, one ILO from a lecture I gave on a qualitative research methods module was: analyse the way inwhich language constructs particular versions of reality (K1). (Accessed: 19 December 2019). Finally, we liked how your ideas were extended with lived-experience examples and developed into practical tools and teaching practice. (1978)Mind in society: the development of higher psychological processes. The types of activities I build into my sessions enable my learners to get involved and apply knowledge to their current situation. You are clearly a very reflective practitioner who puts the student experience at the heart of your work and you commitment to all of the professional values came through in abundance. (2019) Dyslexia: Shackles far beyond the written word, in McIntosh, M., Nicholas, H., and Huq, H. A. Change), You are commenting using your Facebook account. The main examples of where I support learning are listed below. all the criteria. Therefore, when discussing assessments in this context Ill be describing the process in which my learners (staff or students) can prove thatthey'vemet my learning outcomes and objectives. Just drop me a line any timeu and we can meet up for a HEA chat. This would re-introduce the kind of knowledge construction I did on-site with peer-review exercises. Chandos information professional series. I reused the self-assessment tools developed in Case Study 2, and new communication channels added via the Questions function in Mentimeter, and by adding questions drop-boxes to Moodle, so that feedback points for students were included to submit learning questions for further development. (eds)Ableism in academia theorising experiences of disabilities and chronic illnesses in higher education. Therefore the approach I took was to show them why having a professional online presence now matters, suggest a few examples of sites that can be used, present case studies of students who have successfully gained employment through their online presence, and showcase some real-life examples where it goes horribly wrong. As seen above, I support the assessment and feedback process in a number of ways; I can help lecturers set-up assignment upload links in myCourse, to then mark and give feedback online and I can work alongside lecturers to design and review assessment briefs. All the content in this portfolio was from when I worked at Southampton Solent University, and successfully became a Fellow of the HEA in May 2015. It IS helpful because it liberates me from a nagging doubt A particular focus that term was to move away from lecture or seminar formats which require me to stand and tell students about the mechanics of referencing for the duration, which has been the request from academics in previous years.

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