Applicant Guidance Pack€¦ · - It’s accredited by the Higher Education Academy, and offers you...

Applicant

Guidance Pack

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Contents Page

1 Introduction 3 1.1 Teaching and supporting learning in higher education 1.2 The University of Exeter’s ASPIRE scheme 1.3 Relationship between ASPIRE and taught staff programmes (PCAP and LTHE) 1.4 The UK Professional Standards Framework

2 The four levels of ASPIRE and HEA Fellowship 12

2.1 Associate 2.2 Fellow 2.3 Senior Fellow 2.4 Principal Fellow

3 The role of your academic lead or line manager 16

3.1 Supporting your professional development 3.2 The role of the PDR 3.3 Signposting developmental opportunities

4 Developing yourself in preparation for application 17

4.1 Peer dialogue and review

4.2 Analysing and reflecting on feedback from students

4.3 Attendance of selected workshops, conferences and other events

4.4 Keeping up-to-date with research: the scholarship of teaching and learning in higher education

4.5 Resources relating to teaching and learning in HE

5 How to apply for a Fellowship 22

5.1 Individual guidance workshops

5.2 Building a case for fellowship

5.3 Application routes: written submission or oral presentation?

5.4 Submitting the form for accreditation

5.5 Choosing and advising your referees

6 Assessment of your application 24

6.1 The accreditation process explained 6.2 Quality and enhancement procedures 6.3 Complaints procedure 6.4 Your final certification

7 Frequently asked questions 26

Appendices A1 Application form for Associate 27

A2 Application form for Fellow 31

A3 Application form for Senior Fellow 35

A4 Application form for Principal Fellow 39

A5 Guidance Notes for Referees 43

A6 Annual Quality Monitoring 44

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1 Introduction

1.1 Teaching and supporting learning in higher education

Across all three campuses of the University of Exeter, colleagues in all Colleges and in some professional areas are teaching and supporting the learning of our students. Whether you are a research-led academic, a teaching fellow or a professional in a specialist area, if you are enabling students to learn, you are entitled to develop your professionalism and gain nationally recognised accreditation for your expertise and experience.

The University is committed to ensuring that you, as a member of staff in a role which involves teaching and/or the support of students’ learning, have a range of opportunities for developing your expertise in those areas through peer review. We encourage you to work on and develop ideas collaboratively with colleagues in your subject area or specialist field; to engage in sessions and workshops, such as the ‘You Teach’ sessions advertised through the Staff Learning and Development website; and to participate in College away days and other College and University events, so that you develop your professional expertise year by year.

We are keen also to enable you to gain accreditation (internally and externally recognised) for your expertise and experience in teaching and/or supporting students’ learning. To this end, in May 2011 the University applied for and gained accreditation from the Higher Education Academy (HEA) to award Fellowships through the ASPIRE scheme, which map directly onto the HEA Fellowships. We are one of the first research-led universities to have achieved this status.

Accreditation was timely for us, as it was swiftly followed by the publication of the government’s higher education White Paper in June 2011, Students at the Heart of the System, in which universities are asked explicitly to focus on staff professionalism and accreditation:

1.2 The University of Exeter’s ASPIRE scheme

So what is ASPIRE? - It’s a framework – that is, a set of related opportunities - for developing and accrediting staff who

teach and support students’ learning in our research-led environment; - It’s accredited by the Higher Education Academy, and offers you the opportunity to gain both a

University of Exeter ASPIRE Fellowship and the correlating HEA Fellowship at one of four levels (see Section 1.4);

- It stimulates individual and group development through peer dialogue, and through the sharing of good practice;

- It promotes critical engagement with higher education-related literature, especially literature informed by the scholarship of teaching and learning, and with peer-review.

‘We encourage higher education institutions to publish anonymised information for prospective and existing students about the teaching qualifications, fellowships and expertise of their teaching staff at all levels.’

BIS White Paper, June 2011, Students at the Heart of the System, p9

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1.3 Relationship between ASPIRE and taught staff programmes (PCAP and LTHE)

Early career, new and international academic staff and others with a substantial teaching role will be strongly encouraged to use the ‘initial professional development’ route to achieve Higher Education Academy Fellowship: that is, through participating in our Postgraduate Certificate in Academic Practice (PCAP) course, rather than directly through the ASPIRE direct application route. For details of the PCAP course, including information about how to sign up, please see: http://www.exeter.ac.uk/staff/development/teach/pcap. This is because the PCAP course in its current form not only acts as an introduction to practice-based aspects of teaching and supporting students’ learning, including the fundamentals of scholarship in learning and teaching, but also includes material relating to the nature of UK Higher Education system, the wider role of the academic as researcher (particularly at the University of Exeter), and career-related advice. It also promotes critical thinking in relation to a wide range of higher education-related themes and issues, affords valuable networking opportunities across the institution and provides you with a full academic qualification for teaching in higher education. The course, which is ‘light touch’ compared with many similar courses in the sector, has very good participant feedback. If you are an academic, completing PCAP is normally a requirement for the successful completion of your probation. In order to gain HEA Fellowship through the ASPIRE route, you must in any case have at least three years (full time equivalent) of experience in a teaching-related role in higher education. The ASPIRE direct application route is therefore for colleagues who already have a substantial period and range of teaching-related experience behind them, and who have perhaps not previously had the opportunity to gain a fellowship through participation in a taught programme, for example because they have come from another University, because they came to the University of Exeter before such a programme was a compulsory part of the probationary requirements, or because they have been in a job family where PCAP has not previously been available to them. ASPIRE is also for colleagues who have already completed PCAP (or equivalent) and who wish now to go for a higher level of fellowship. Graduate Teaching Assistants and some staff with limited teaching roles are encouraged – and, in most cases, required by Colleges - to undertake the Learning and Teaching in Higher Education (LTHE) programme, which enables you to gain Associate Fellowship. Further details of the LTHE course are here: http://as.exeter.ac.uk/support/development/researchstudents/learningandteachinginhighereducationprogrammelthe/ Experienced staff in education-related roles can apply for fellowship directly through the ASPIRE scheme. If you have at least three years of relevant experience behind you and find that you can provide evidence to a panel of peer assessors that you can match the criteria of one of the Fellowships (see Section 2), please discuss this with your Academic Lead or line manager, and follow the advice in this Guidance pack.

https://owa.exeter.ac.uk/owa/[email protected]/redir.aspx?C=96ee289d83434a268d875173a17b8444&URL=http%3a%2f%2fwww.exeter.ac.uk%2fstaff%2fdevelopment%2fteach%2fpcap

http://as.exeter.ac.uk/support/development/researchstudents/learningandteachinginhighereducationprogrammelthe/

http://as.exeter.ac.uk/support/development/researchstudents/learningandteachinginhighereducationprogrammelthe/

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1.4 The UK Professional Standards Framework (UKPFS) for Teaching and Supporting Learning

in Higher Education

The Fellowships and the ‘standard descriptors’ associated with them are based upon a professional’s level

of engagement with the areas of activity, core knowledge and professional values specified in the UK

Professional Standards Framework for HE. The standards, which are currently being revised, have been

developed by a range of stakeholders in the higher education sector, including Universities UK and HEFCE.

UK Professional Standards Framework

A Areas of activity

1. Design and plan learning activities and/or programmes of study 2. Teach and/or support learning 3. Assess and give feedback to learners 4. Developing effective learning environments and approaches to student support and guidance 5. Engage in continuing professional development in subjects/disciplines and their pedagogy,

incorporating research, scholarship and the evaluation of professional practices

B Core knowledge

Knowledge and understanding of:

1. The subject material 2. Appropriate methods for teaching and learning in the subject area and at the level of the academic

programme 3. How students learn, both generally and within their subject/disciplinary area(s) 4. The use and value of appropriate learning technologies 5. Methods for evaluating the effectiveness of teaching 6. The implications of quality assurance and quality enhancement for academic and professional

practice with a particular focus on teaching

C Professional values

1. Respect individual learners and diverse learning communities

2. Promote participation in higher education and equality of opportunity for learners

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

professional development

4. Acknowledge the wider context in which higher education operates recognising the implications for

professional practice

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Section A – Areas of Activity

Area of Activity Activity could include: Evidence might include:

1. Design and plan learning activities and/or programmes of study

Engagement in a variety of learning activities – at a variety of levels e.g. - micro: individual/one to one or small group sessions - meso: module sessions; course or programme level - macro: policy, HEI, professional body level

- Session plans - Module or programme materials - Major curriculum design/developments - Use of individual’s learning materials by others (e.g. within/beyond own

institution) - Mapping against benchmarks / regulatory criteria

2. Teach and/or support learning

Engagement in appropriate teaching and learning strategies including: - use of a range of teaching approaches and modes of delivery - use of relevant assessment approaches with a variety of groups - selection based on educational evidence and values

- Peer assessment of teaching or teaching observations - Student feedback/evaluations - Reflective diary - Learning outcomes-related indicators (e.g. relevant session plans/module

materials) - Material from online teaching

3. Assess and give feedback to learners

Engagement with appropriate assessment strategies including: - use of assessments relevant to learning outcomes - appropriate assessments for the student profile - engagement in formal quality assurance processes relating to

assessment - selection and use of appropriate feedback mechanisms

- Appropriately targeted assessment tasks - Student evaluations - Peer reviews - Observation feedback - Learning materials - Moderation documents - External examiner activity - Innovative approaches to assessment and feedback - Student responses to feedback

4. Develop effective learning environments and approaches to student support and guidance

Engagement with: - different media and technologies, both physical and virtual - different kinds of learners e.g. international, culturally diverse,

special needs home-based, full-time, part-time, etc. - different modes of learning e.g. distance-based, blended,

work/practice-based etc.

- Reflective logs - Peer review - Formal and informal/unsolicited feedback from students and colleagues - Observations of teaching/learning activities - Evidence from electronic for a e.g. blogs and discussion boards

5. Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices

Engagement in: - self-reflective practice - proactive planning - participation in a range of activities to extend professional learning - successful involvement in/completion of relevant teaching-related

qualification(s).

- Portfolios related to academic/professional development - Reflective logs - CPD records for formal institutional schemes - Involvement in professional education activities - Exemplars of proactive changes in teaching /supporting learning based on

own new learning. - Evidence of changes in practice following engagement with initial and/or

continuing professional development

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Section B – Core Knowledge

Core Knowledge Core Knowledge & Understanding could include: Evidence might include:

1. The subject material - Academic or practice-based knowledge appropriate to the unit of

study.

- Qualifications - The range and level of subject focused teaching - Publications, including electronic, with subject focus - Participation in subject associations

2. Appropriate methods for teaching and learning in the subject area and at the level of the academic programme

- Knowledge and understanding of a range of teaching methods and approaches

- Appreciation of criteria for selecting and using appropriate approaches to facilitate learning

- Alignment of teaching, learning and assessment. - Familiarity with literature (both generic and, as appropriate,

discipline focused) in relation to theories of teaching

- Formal assessment - Self reflective logs - Peer review - Student evaluations - Pedagogically based publications

3. How students learn, both generally and within their subject/disciplinary area(s)

- Familiarity with literature (both generic and, as appropriate, discipline focused) in relation to theories of learning

- Formal assessment - Reflective logs - Publications on teaching and learning

4. The use and value of appropriate learning technologies

- A range of technologies to enhance learning, including current innovations which support a diversity of learners, including those with visual and/or hearing impairments

- The effectiveness of technologies for individual contexts

- Accounts of use - Reflective logs - Materials and resources demonstrating the use

5. Methods for evaluating the effectiveness of teaching

- Range of evaluation techniques - Understanding of rationales for choice and ways of using

evaluation outcomes

- Resources developed for evaluation - Meta-analyses of student feedback (including NSS) - Accounts of the use of evaluation outcomes - Accounts of the impact of development(s)

6. The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching

- Knowledge and understanding of the implications of building a quality culture, for example, at session, module and course levels, within academic and/or practice-based settings.

- Involvement in review and validation processes - External examiner activity

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Section C – Professional Values

Professional Values Demonstrated by, for example Evidenced through, for example

1. Respect individual learners and diverse learning communities

- The use of learner-centred and co-learning approaches to teaching where appropriate

- A concern for individual progress and achievement - Sensitivity to a range of background factors (e.g. cultural, ethnic,

socio-economic) that may impact on learning - Knowledge of relevant legislation in relation to e.g. disability,

equality and diversity - The promotion and facilitation of student responsibility and

autonomy - Modelling discourse(s) about and evaluating the discipline/

subject area - Curriculum developments reflecting the above as/where

appropriate

- Peer and student feedback

- Design of teaching materials

- Teaching and learning philosophies, strategies and methods

- Teaching session/programme materials and resources

- Organisation and approach taken to tutorial support

- Online logs, blogs, and discussion boards

- Evaluations/reflections of the above

2. Promote participation in higher education and equality of opportunity for learners

- Knowledge of the widening participation agenda and an understanding of its implications for personal, professional practice

- Knowledge of in-reach and out-reach initiatives in, for example, schools and partner colleges

- Curriculum developments reflecting the above

3. Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development

- Teaching which is clearly informed by subject research - Teaching which is informed by research and scholarship in

subject pedagogy - Teaching which is demonstrably fit for purpose - Knowledge and use of subject pedagogy literature - Curriculum developments reflecting the above

4. Acknowledge the wider context in which higher education operates recognising the implications for professional practice

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Standard Descriptor Examples of Staff Groups

Descriptor 2

Fellow of the Higher Education Academy

Demonstrates a broad understanding of effective approaches to teaching and learning support as key contributions to high quality student learning. Individuals should be able to provide evidence of: Successful engagement across all five Areas of Activity; Appropriate knowledge and understanding across all aspects of Core Knowledge; A commitment to all the Professional Values; Successful engagement in appropriate teaching practices related to the Areas of Activity; Successful incorporation of subject and pedagogic research and/or scholarship within the above activities, as part of an integrated approach to academic practice; Successful engagement in continuing professional development in relation to teaching, learning, assessment and, where appropriate, related professional practices

a. Early career academics b. Academic-related and/or support staff holding substantive teaching and learning responsibilities c. Experienced academics relatively new to UK higher education d. Staff with (sometimes significant) teaching-only responsibilities including, for example, within work-based settings


Descriptor 1

Associate of the Higher Education Academy

Demonstrates an understanding of specific aspects of effective teaching, learning support methods and student learning. Individuals should be able to provide evidence of: Successful engagement with at least two of the five Areas of Activity; Successful engagement in appropriate teaching and practices related to these Areas of Activity; Appropriate Core Knowledge and understanding of at least K1 and K2; A commitment to appropriate Professional Values in facilitating others’ learning; 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

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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Descriptor 3

Senior Fellow of the HEA

Demonstrates a thorough understanding of effective approaches to teaching and learning support as a key contribution to high quality student learning. Individuals should be able to provide evidence of: Successful engagement across all five Areas of Activity; Appropriate knowledge and understanding across all aspects of Core Knowledge; A commitment to all the Professional Values; Successful engagement in appropriate teaching practices related to the Areas of Activity; Successful incorporation of subject and pedagogic research and/or scholarship within the above activities, as part of an integrated approach to academic practice; Successful engagement in continuing professional development in relation to teaching, learning, assessment, scholarship and, as appropriate, related academic or professional practices; Successful co-ordination, support, supervision, management and/or mentoring of others (whether individuals and/or teams) in relation to teaching and learning

a. Experienced staff able to demonstrate, impact and influence through, for example, responsibility for leading, managing or organising programmes, subjects and/or disciplinary areas b. Experienced subject mentors and staff who support those new to teaching c. Experienced staff with departmental and/or wider teaching and learning support advisory responsibilities within an institution


Descriptor 4

Principal Fellow of the HEA

Demonstrates a sustained record of effective strategic leadership in academic practice and academic development as a key contribution to high quality student learning. Individuals should be able to provide evidence of: Active commitment to and championing of all Dimensions of the Framework, through work with students and staff, and in institutional developments; Successful, strategic leadership to enhance student learning, with a particular, but not necessarily exclusive, focus on enhancing teaching quality in institutional, and/or (inter)national settings; Establishing effective organisational policies and/or strategies for supporting and promoting others (e.g. through mentoring, coaching) in delivering high quality teaching and support for learning; Championing, within institutional and/or wider settings, an integrated approach to academic practice (incorporating, for example, teaching, learning, research, scholarship, administration etc.); A sustained and successful commitment to, and engagement in, continuing professional development related to academic, institutional and/or other professional practices

a. Highly experienced and/or senior staff with wide-ranging academic or academic-related strategic leadership responsibilities in connection with key aspects of teaching and supporting learning b. Staff responsible for institutional strategic leadership and policymaking in the area of teaching and learning c. Staff who have strategic impact and influence in relation to teaching and learning that extends beyond their own institution

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So each standard descriptor correlates with a given level of ASPIRE (and HEA) Fellowship, as spelt out in

Section 2 of this Guidance pack.

The key thing to bear in mind is that to gain a full ASPIRE (and HEA) Fellowship, you will need to have

worked for at least three years (full time equivalent) in a role which involves teaching and/or supporting

learning in a higher education context. In addition, you will be asked to provide evidence of engaging in all

six areas of activity described in the UKPFS (Section A above); evidence of having the core knowledge

specified in Section B above, and evidence of practising according to the values outlined in Section C,

including keep up to date with your own professional development.

If you do not cover all six areas of activity because of the nature of your role, but can provide evidence for

at least two of the first five areas of activity and also of the sixth - evaluation of your practice and

continuing your own professional development - you may well be eligible to become an Associate Fellow.

If you are very experienced in teaching and/or supporting students’ learning and take a leadership role in

that area, you may want to consider applying for a Senior Fellowship. Finally, if you have an institutional

and/or national leadership profile in an aspect of teaching and learning in HE, you may wish to consider

applying for a Principal Fellowship.

The specific criteria which need to be met for each level of award are listed in Section 2 of this Guidance

Pack.

You may find it useful to attend one of the ASPIRE Guidance lunchtime workshops, which will be running

through the academic year, in which you will be able to ask questions about your own eligibility and

application. More information about these workshops, and on how to sign up for one of them, is here:

http://as.exeter.ac.uk/support/staffdevelopment/learningandteachingprogrammesandworkshops/youteac

hworkshops/

Please note that the ASPIRE Guidance workshops are timetabled for the Streatham Campus, but we are

currently discussing appropriate dates for the Cornwall campus and/or the feasibility of videoconferencing

the workshops to Cornwall. Please contact Clare Shimmin ([email protected]) for further details.

ASPIRE Fellowships and HEA Fellowships

The ASPIRE Fellowships, like the HEA Fellowships, are based upon the ‘standard descriptors’ of the UK

Professional Standards Framework. ASPIRE has therefore been accredited by the Higher Education

Academy and, as such, when you gain an ASPIRE Fellowship you are also awarded with the equivalent

HEA Fellowship: the University will submit your name directly to the HEA, who will provide additional

certification.

http://as.exeter.ac.uk/support/staffdevelopment/learningandteachingprogrammesandworkshops/youteachworkshops/


[email protected]

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2 The Four Levels of Fellowship

Associate Fellowship

To become an ASPIRE Associate Fellow, you will 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.

Description Typical role/career stage

Typical Activities

Demonstrates an understanding of specific aspects of effective teaching, learning support methods and student learning. Individuals should be able to provide evidence of:

- Successful engagement with at least two of the five Areas of Activity

- Successful engagement in

appropriate teaching and practices related to these Areas of Activity

- Appropriate Core Knowledge and

understanding of at least K1 and K2 - A commitment to appropriate

Professional Values in facilitating others’ learning

- 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

- Early career researchers with some teaching responsibilities (e.g. PhD students, GTAs, contract researchers/post doctoral students etc.)

- Staff new to teaching (including those with part-time academic responsibilities)

- Staff who support academic provision (e.g. 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

- Undertaking (sometimes limited) teaching and /or mentoring responsibilities as a team member within an established programme

- Assisting in assessment-related activities and undertaking, (possibly under supervision), specified assessment tasks

- Providing constructive feedback (formative and summative) to students as part of teaching duties

- Contributing to skills development of learners/students, e.g. introducing the use of techniques and/or equipment

- Contributing to the development of learners in relation to e.g. professional codes of conduct

- Developing teaching and learning materials, resources, methods and approaches

- Using a range of technologies to support the learning of others and one’s own professional development in relation to teaching

- Critically evaluating the support offered to learners

- Establishing an initial appreciation and knowledge of HE quality assurance processes, including the role of external examiners

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Fellowship

To become an ASPIRE Fellow, you will provide clear evidence of broadly based effectiveness in more substantive teaching and supporting learning role(s). Such individuals are likely to be established members of one or more academic and/or academic-related teams. You will need to have worked for at least three years (full time equivalent) in a role which involves teaching and/or supporting learning in a higher education context.

Description Typical role/career stage Typical Activities Demonstrates a broad understanding of effective approaches to teaching and learning support as key contributions to high quality student learning. Individuals should be able to provide evidence of:

- Successful engagement across all five Areas of Activity

- Appropriate knowledge and

understanding across all aspects of Core Knowledge

- A commitment to all the

Professional Values - Successful engagement in

appropriate teaching practices related to the Areas of Activity

- Successful incorporation of

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


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

- Early career academics

- Academic-related and/or support staff holding substantive teaching and learning responsibilities

- Experienced academics

relatively new to UK higher education

- Staff with (sometimes significant) teaching-only responsibilities including, for example, within work-based settings

- Academics and/or other

individuals working in relevant roles in higher education and who have demonstrated that they are qualified to teach through, for example, the successful completion of an HEA accredited PG Certificate in Higher Education or equivalent qualification.

- Identifying the learning needs of students and gauging appropriate learning outcomes

- Ensuring that content, methods of delivery and learning materials are appropriate for defined learning outcomes

- Developing appropriate teaching methods and materials suitable for a variety of settings (ranging from small group tutorials to large lectures)

- Selecting and utilizing relevant technologies to enhance approaches to learning, teaching and assessment

- Selecting and utilizing relevant assessment instruments and criteria for both formative and summative assessment

- Providing critical and constructive feedback and guidance to learners

- Supervising the work of students (teaching and/or research related)

- Seeking to improve personal teaching through acting on e.g. peer review/feedback, analysis of teaching design/delivery effectiveness and analysis of student/peer feedback

- Participating in teaching-related observations and mentoring activities to improve professional practice

- Engaging in internal quality assurance processes and, through training and development opportunities, consolidating their understanding of the role of external examiners as part of formal quality assurance processes.

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Senior Fellowship

To become an ASPIRE Senior Fellow, you will provide clear evidence of a sustained record of effectiveness in relation to teaching and learning, incorporating for example, the organisation, leadership and/or management of specific aspects of teaching and learning provision. Such individuals are likely to lead or be members of established academic teams.

Description

Typical role/ career stage

Typical Activities

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

- Successful engagement across all five Areas of Activity

- Appropriate knowledge and

understanding across all aspects of Core Knowledge

- A commitment to all the

Professional Values - Successful engagement in

appropriate teaching practices related to the Areas of Activity

- Successful incorporation of subject

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


continuing professional development in relation to teaching, learning, assessment, scholarship and, as appropriate, related academic or professional practices

- Successful co-ordination, support,

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

- 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

- Demonstrating leadership in the design, delivery and evaluation of a range of programmes of study (sometimes for entirely new courses) at various levels

- Designing and utilizing innovative teaching approaches and materials, incorporating the use of technology where appropriate

- Incorporating learning from scholarship and

research into teaching and evaluating its effectiveness.

- Ensuring that course design and delivery

complies with relevant quality standards and regulations

- Exercising appropriate operational leadership within own institutional setting (e.g. in developing and/or leading local policy implementation, participating in relevant committees; participating in peer review of programme validation and subject review)

- Undertaking academic responsibilities in an external service capacity beyond one’s own institution (e.g. external examining responsibilities, serving scholarly and professional societies, reviewing and providing feedback as a peer reviewer for e.g. pedagogically focused research journals and grant awarding bodies)

- Demonstrating effective practice as an external examiner, including, as appropriate, contributing to reviews of internal quality assurance processes at e.g. disciplinary and/or institutional levels in light of both internal and external examiner experience.

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Principal Fellowship

To become an ASPIRE Principal Fellow, you will be a highly experienced academic, able to provide evidence of a sustained and effective record of impact at a strategic level in relation to teaching and learning, as part of a wider commitment to academic practice. This may be within their institution or wider (inter)national settings.

Description Typical role/ career stage

Typical Activities

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

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

- Successful, strategic leadership to

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

- Establishing effective organisational

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

- Championing, within institutional

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

- A sustained and successful

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

- Highly experienced and/or senior staff with wide-ranging academic or academic-related strategic leadership responsibilities in connection with key aspects of teaching and supporting learning

- 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

- Demonstrating active strategic leadership in relation to the management of change and innovation, often with a particular focus around teaching and learning – whether cross institutionally, nationally or internationally

- Making a significant and sustained leadership contribution within her/his own institution to teaching and learning developments (e.g. initiating and/or leading policy developments; participating in (and often chairing) programme evaluation, discipline/subject review and other audit-related activity), including where appropriate reviews of quality assurance and quality enhancement processes

- Acting in an external service capacity

(e.g. in relation to consultancy/professional advice, external examining; institutional reviews, programme and/or subject evaluations; contributions to scholarly and professional societies)

- Achieving national and/or international

recognition through contributions to policy developments, publication and the presentation of novel ideas (e.g. via conference keynotes) in areas related to teaching related developments, including pedagogic innovation, applied (e.g. educational, pedagogic) research and scholarship.

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3 The role of your academic lead or line manager

3.1 Supporting your professional development

Your Academic Lead (AL) or line manager is responsible for encouraging you to develop your professional

experience and expertise in this area. She or he will do this by getting you to evaluate your practice and

gather evidence to support your application for professional recognition. It is advisable in the first instance

to attend one of the lunchtime ASPIRE Guidance workshops before discussing your interest in applying for

a fellowship with your AL/line manager (see below). The level of professional recognition you work towards

applying for will depend on a number of things, including probationary requirements (where appropriate),

your current range of responsibilities related to education, the amount of experience you already have,

your career aspirations, and so on; it is important that you discuss this and the timing of your application

with your AL/Line Manager.

For details of the workshops, please see:


hworkshops/

Please note that the ASPIRE Guidance workshops are timetabled for the Streatham Campus, but we are

currently discussing appropriate dates for the Cornwall campus and/or the feasibility of videoconferencing

the workshops to Cornwall. Please contact Clare Shimmin ([email protected]) for further details.

3.2 The role of the PDR

You will have an annual Performance and Development Review (PDR) with your AL or line manager. In

these meetings, you are likely to have a full range of topics to cover, with teaching-related issues being just

a part. However, these meetings, and/or the ‘in between’ catch-up meetings which you will have during the

year, can be an ideal opportunity to review your teaching-related professional practice and make plans to

extend and develop your experience further. As you start to build a case for fellowship, using the ASPIRE

forms (see Section 5), your AL/line manager will be able to discuss the evidence you will need to provide in

relation to the published criteria. But remember, you can also get advice from the ASPIRE Guidance

workshops (see above).

3.3 Signposting developmental opportunities

Your AL/line manager will be able to talk with you about ways of developing your role – for example,

leading on initiatives and joining committees – which will help you build evidence for your fellowship

application. S/he may also be able to suggest specific College level or subject-based networks, events or

activities for you to participate in and/or lead on. The University also provides opportunities: please see

Section 4.



[email protected]

17

4 Developing yourself in preparation for application

The ASPIRE scheme is not just about ‘rubber stamping’ experience and expertise you already have. It’s also

about encouraging you to think about ways of developing your own areas of expertise year on year: there is

always something new to learn, new subject-related pedagogic research to learn from, and new

possibilities to develop. We encourage you to take your own development seriously – even though time is

always short, in our very busy schedules – so that from time to time you can take a few hours to extend and

enhance your own professionalism. One of the Professional Values of the UK Professional Standards

Framework is ‘Commitment to continuing professional development and evaluation of practice’, and when

you apply for an ASPIRE Fellowship, you need to be able to demonstrate that you take your own

development seriously as an academic or professional working within the higher education sector. Four

complementary ways of doing this are outlined here.

4.1 Peer dialogue and review

The University strongly supports peer dialogue and peer review as means by which colleagues can work

together to improve and enhance their work. Both within and across academic subject groups and

professional areas of expertise, across our multiple and overlapping ‘communities of practice’, there are

many ways in which peer dialogue and review can contribute to the effectiveness of our activities.

On a day-to-day basis, you will have opportunities to communicate constructively with colleagues, both

informally, whether interpersonally or online, and also formally, for example at meetings and other events.

These colleagues may be working within the University or external to it; they may be within or beyond your

job family, and within or beyond your campus, College or Service. If you actively seek out peers who can be

helpful to you, and whom you can help, you are likely to build not only good working relationships but also

new creative possibilities for your professional role and also for your career. By collaborating and critically

engaging with peers in relation to your teaching-related role, you can create opportunities for thinking

creatively about new ideas for practice and solving existing challenges. For example, you may want to

explore possibilities for creating new programmes and/or re-designing existing programmes; you may want

to improve or extend your provision of student learning resources, try out new teaching or assessment

methods, or set up better ways of supervising and developing postgraduate research students. This kind of

peer dialogue, however informal, can form part of the evidence of your ‘continuing professional

development’.

You are likely also to be involved in more formalised peer review, such as through the annual Peer Review

cycle: http://admin.exeter.ac.uk/academic/tls/tqa/Part%209/9Bpeerrev1.pdf. This should provide an

opportunity for you to observe and give constructive feedback on a colleague’s teaching, and for you to

have a colleague observe and provide feedback on your own teaching (or provide feedback on another area

of practice, such as teaching resources, or marking and feedback). Annual Peer Review can be an ideal

opportunity to consider aspects of enhancing and adding to your own practice. If you’re in a job family

which does not require peer review, you might want to consider setting up an informal arrangement with a

colleague which would serve the same purpose. Both receiving and acting upon feedback and taking the

http://admin.exeter.ac.uk/academic/tls/tqa/Part%209/9Bpeerrev1.pdf

18

trouble to give helpful feedback to a colleague are valuable evidence of your professionalism for the

ASPIRE scheme.

4.2 Analysing and reflecting upon feedback from students

Taking a professional approach to your teaching-related role involves considering thoughtfully feedback

received from learners. The University’s MACE questionnaires, for example, provide us with some useful

feedback, both numeric in terms of students’ score and also qualitative, in the form of students’ written

comments. If you teach or support students’ learning outside the mainstream modular system, you are also

likely to find a means of eliciting feedback from your students or session participants. While it’s important

to bear in mind that feedback from MACE and other similar processes is only a snapshot - and sometimes a

rather quirky one - of student opinion, it can be very helpful to think dispassionately and analytically about

this feedback, make an informed judgement about it – preferably in discussion with appropriate colleagues

– and act upon it where appropriate. You may also consider gathering feedback less formally as you teach,

for example by using electronic ‘clickers’ where available, or circulating and collecting in sticky notes

towards the end of a session early on in a course, so that you can respond to student observations about

what helps them learn most effectively while your course is still underway. You might even consider, where

appropriate, setting up student focus groups, which can help you to consider aspects of their module,

programme, support or resources.

Depending upon your role and level of engagement with University quality assurance processes, you may

also be in a position to make good use of feedback from Staff Student Liaison Committees (SSLCs), from

External Examiners’ reports and from Periodic Subject Review (PSR) reports. You may even have an

opportunity to encourage students to participate in one of the University’s ‘Students as Change Agents’

projects: http://as.exeter.ac.uk/support/educationenhancementprojects/change/

Any means of engaging and fostering dialogue with students can be evidence of your own professional

development.

4.3 Attendance of selected workshops, conferences and other events

Many people think of continuing professional development (CPD) as attendance of workshops and courses.

As suggested above, it is much more than that – but sometimes attendance of selected workshops and

events can be extremely useful, enhancing your own insight into your role and possibilities for practice.

Within your College or Service, there should be opportunities for developmental events, such as away days:

sharing ideas with peers in your own field can be particularly valuable. Across the University, there is also a

programme of ‘You teach’ workshops, which addresses all kinds of aspects of relating to teaching, the

curriculum, assessment and student support. You can find the full programme of ‘You teach’ courses for

2011-2012 here:


hworkshops/

http://as.exeter.ac.uk/support/educationenhancementprojects/change/



19

In addition, the University runs an annual Learning and Teaching Conference:

University of Exeter Learning and Teaching Conference

‘The Student Experience 2012’

Friday 4th May 2012

Streatham Campus

Please email the Head of Education Enhancement, Sue Burkill ([email protected]) if you are

interested in contributing to this event.

If you are applying for Senior Fellowship or above, you are likely to be not only attending but also

sometimes contributing to such subject-related, College and/or University events, and taking a lead on

themes of particular interest to you.

4.4 Keeping up to date with research and scholarship in the ‘teaching and learning in higher

education’ field

While we are all very busy focusing on our own specialist, subject disciplinary and/or professional areas of

work, and it is not expected that you will become an education research specialist, it can be very useful to

keep up to date with some of the recent developments in the field of research into teaching and learning in

HE and to consider their implications for your practice. For example, the recent, government-funded

Teaching and Learning Research Programme (TLRP) has reported on a range of relevant research studies:

Effective learning and teaching in UK higher education –

A Commentary by the Teaching and Learning Research Programme

http://www.tlrp.org/pub/documents/UKHEfinal.pdf (Accessed 15 Aug 2011)

Below is an extract from that commentary, a list of ‘evidence-informed principles’, which you may find to

be of interest to you in your teaching-related role.

mailto:[email protected]

http://www.tlrp.org/pub/documents/UKHEfinal.pdf

20

Evidence-informed principles for effective pedagogies Extract from the Teaching and Learning Research Programme commentary – see above link.

1. Effective pedagogy demands consistent policy frameworks, with support for learning for diverse students as their main focus. Policies at government, system, institutional and organisational level need to recognise the fundamental importance of learning for individual, team, organisational, institutional, national and system success. Policies should be designed to create effective and equitable learning environments for all students to benefit socially and economically.

2. Effective pedagogy depends on the research and learning of all those educators who teach and research to support the learning of others. The need for lecturers, teachers and trainers to learn through doing research to improve their knowledge, expertise and skills for teaching should be recognised and supported.

3. Effective pedagogy recognises the significance of informal learning to developing specific expertise. Learning with friends, families, peer groups and professionals should be recognised as significant, and be valued and used in formal processes in higher education.

4. Effective pedagogy fosters both individual and social processes and outcomes. Students should be encouraged to build relationships and communication with others to assist the mutual construction of knowledge and enhance the achievements of individuals and groups. Consulting or collaborating with students as learners about their learning makes this effective.

5. Effective pedagogy promotes the active engagement of the student as learner. The main aim of higher learning should be learners’ independence and autonomy. This involves engaging students actively in their own learning, and ensuring that they acquire a repertoire of learning strategies and practices, develop positive learning dispositions, and build the confidence to become agents in their own learning.

6. Effective pedagogy needs assessment to be congruent with learning. Assessment should be designed for maximum validity in terms of learning outcomes and learning processes, and also should be specific to the type of subject or discipline involved, even if it is interdisciplinary. It should help to advance learning as well as determine whether learning has occurred.

7. Effective pedagogy requires learning to be systematically developed. Teachers, trainers, lecturers, researchers and all who support the learning of others should provide intellectual, social and emotional support which helps learners to develop expertise in their learning for it to be effective and secure.

8. Effective pedagogy recognises the importance of prior or concurrent experience and learning. Pedagogy should take account of what the student as learner knows already to plan strategies for the future. This includes building on prior learning but also taking account of the emerging concurrent learning in context, and the personal and cultural experiences of different groups of students as learners.

21

9. Effective pedagogy engages with expertise and valued forms of knowledge in disciplines and subjects. Pedagogy should engage students with the concepts, key skills and processes, modes of discourse, ways of thinking and practising and attitudes and relationships which are most valued in their subject. Students need to understand what constitutes quality, standards and expertise in different settings and subjects.

10. Effective pedagogy equips learners for life in its broadest sense. Learning should help individuals develop the intellectual, personal and social resources that will enable them to participate as active citizens, contribute to economic, social or community development, and flourish as individuals in a diverse and changing society. This means adopting a broad conception of worthwhile learning outcomes and taking seriously issues of equity and social justice for all, across social, economic, ethnic and gender differences.

4.5 Resources relating to Teaching and Learning in HE

The University provides a number of relevant resources for you to dip into, including an Exeter Learning

Environment (ELE) for both the Postgraduate Certificate in Academic Practice (PCAP) and Learning and

Teaching in Higher Education (LTHE) courses. Even if you are not currently attending those courses, you are

welcome to search for and sign up for either course through the ‘All resources’ facility on your own ELE

account.

Both the PCAP and LTHE ELEs have, at the bottom of their home pages, a searchable resources database.

So if you’d like to read something on group assessment, for example, you can enter that as a search term

and you will be linked to relevant electronic publications.

You also access a range of useful books and e-books through the Library’s online service.

For an additional searchable database of research into specific HE themes and areas of practice, you may

be interested in looking at EvidenceNet: http://www.heacademy.ac.uk/evidencenet

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

22

5 How to apply for a fellowship

(For full details on how to apply for fellowship, please refer to the separate ‘Guide to Completing

Your ASPIRE Application Form’ document)

5.1 Individual guidance workshops

Below are guidelines for building a case for and submitting your application. Please note that ASPIRE

Guidance lunchtime workshops are held throughout the academic year, so if you would appreciate some

face-to-face advice, please come along to one of them. Details of the workshops, and how to sign up, are

found under the ‘You Teach’ section of the University’s Staff Learning and Development website:


hworkshops/

5.2 Building a case for fellowship

In order to get to the point where you submit an application, you will need to build a case for fellowship.

This should ideally be done as an integral part of the Performance and Development Review (PDR) cycle –

see Section 3.2. Your reviewer will expect to offer you encouragement and discuss any developmental

activities you need to be involved in to achieve your aims. Your objective is to provide evidence to an

assessment panel that you can meet the criteria listed under the level of fellowship for which you’re

applying: Associate, Fellow, Senior Fellow or Principal Fellow (Section 1.4). You must also provide two

references: see Section 5.2 below.

The specific criteria which need to be met for each level of award are listed in Section 2 of this Guidance

Pack.

5.3 Application routes: written or oral presentation?

There is a simple form for each level which should be used to develop your case for fellowship: please see

Appendices A1-A4. The form is designed to allow you to develop a case for accreditation gradually. It can

be used during several PDR cycles as the basis for discussion and development planning.

Once you and your reviewer feel that your case is fully developed, you will be able to submit it, either

wholly in writing or predominantly through oral presentation and dialogue, to a panel of colleagues who

will be experienced in making accreditation judgements.

The written application route

If you choose to submit a wholly written application, you need to fill in all sections of the form. In Section

Three of the application form, each of the four ‘examples of your practice’ you refer to as evidence of your

suitability for the relevant level of fellowship should be around 500 words in length, and should be based



23

around the ‘Typical activities’ for the fellowship level for which you’re applying (see Section 2 of this

Guidance pack). In providing information within each example, you should ensure that the criteria relating

to Areas of Activity, Core Knowledge and Professional Values in the UK Professional Standards Framework

(Section 1.4 of this pack) are also referred to, so that you have evidenced your experience in these areas.

The oral presentation and dialogue route

For this route, rather than writing up the four, 500 word ‘examples’ in Section Three of the form, you will

need to fill in just the first two sections of the form, and then prepare a 20 minute presentation, in

whatever format you wish, based around the ‘Typical activities’ for the fellowship level for which you are

applying. The assessment panel will ask you to retire for a few minutes while they consider the evidence

from your presentation and your referees, followed by a 10 minute question and answer dialogue with you

about any aspect of the evidence. You should ensure your presentation refers to the criteria relating to

Areas of Activity, Core Knowledge and Professional Values of the UK Professional Standards Framework

(Section 1.4 of this pack).

5.4 Submitting the form for accreditation

Whether you choose the written or oral presentation route, you will need to submit your form, together

with your two references (see 5.5 below), to Clare Shimmin, the ASPIRE Quality and Enhancement Officer

at [email protected]. The Officer will confirm receipt of submission and let you know when an

accreditation panel will be able to review your application. If you are applying through the oral

presentation route, s/he will make sure that your presentation is arranged for a date which is feasible for

you. If you have any questions about your own application, you are welcome to contact the Officer at any

time.

5.5 Choosing and advising your referees

Your application must be accompanied by two references from people who are in a position to comment

on your professional achievements in relation to teaching and/or supporting students’ learning in the

higher education sector. At least one of your referees must be an internal colleague, and it is helpful if at

least one has undertaken a review of your teaching and learning work in your role.

Please make sure that your referees have seen your written application form or, in the case of an oral

presentation, that you have given them sufficient information to enable them to validate and support your

case.

You will need to provide your referees with the ‘Guidance Notes for Referees’: please see

Appendix A5.

You will also need to provide your referees with the criteria for the level of fellowship for which

you are applying (from Section 2).

Please note that is your responsibility to collect the references. The Panel cannot do this for you.

[email protected]

24

6 Assessment of your application

6.1 The accreditation process explained

Your application will be reviewed by an assessment and accreditation panel (see Figure 1 below) which will

be convened by the College or the University. During the first year of implementation of the ASPIRE

scheme, a small team of academic staff drawn from Colleges, together with members of the Education

Enhancement team who are skilled in accreditation against the UK Professional Standards Framework, will

form the panel to learn about, and ensure consistency in, making summative judgements. Progressively, as

the pool of recognised assessors increases, the ownership and processes for summative accreditation may

be devolved to Colleges and/or to appropriate areas of professional services.

Figure 1 Accreditation and moderation processes

The panel will be looking for evidence that you have met the criteria for the given level of fellowship, which

includes evidence that you are keeping up to date with your own professional development in some of the

ways described in Section 4 of this Guidance pack.

Feedback will be given to applicants in a timely way to offer advice about how, if unsuccessful on this

occasion, they might go about providing additional evidence to meet the standard in the future. Successful

applicants will be encouraged to share good practice and will be offered advice about opportunities and

contexts to celebrate this.

25

6.2 Quality and enhancement procedures

A moderation process will be adopted to ensure that all applications are fairly treated. Moderation will

involve a range of staff who have experience in implementing and assessing against the UKPSF. A sample of

applications will be selected from a range of standard descriptor levels, a mix of written and oral

submissions and from both academic and professional services applicants. The sample size will vary

according to the volume received and the level of experience of the accreditation panel, with priority being

given to any cases raising concerns or issues which have wider implications for the accreditation process.

The University’s standard appeal procedures will be adopted and the ASPIRE scheme’s external reviewer,

an HEA-accredited adviser, will be involved in the process when required.

The ASPIRE Framework has been developed to align with the University’s Human Resources policies and

processes, including the equality and diversity policy.

The quality and enhancement procedures will be overseen by the ASPIRE Management Group, which

comprises representatives from all Colleges and relevant professional areas. Please see Appendix A6 for full

details of the quality monitoring procedures for Higher Education Academy-related accreditation at the

University of Exeter.

6.3 Complaints procedure

The University takes the quality of the ASPIRE scheme very seriously, and we hope that you will find it clear,

fair and helpful. The ASPIRE Management Group is currently developing a detailed complaints procedure,

which will be included as part of the pack as soon as possible.

6.4 Your final certification

Once your application has been successful, you will be given an internal ASPIRE Fellowship certificate for

the appropriate level of award. The Higher Education Academy will be informed by the ASPIRE Quality and

Enhancement Officer of your award, and you will then be sent the equivalent certification from the Higher

Education Academy.

HEA Fellowships allow you to use post-nominal letters: AHEA, FHEA, SHEA or PHEA, depending upon which

level of fellowship you have attained.

26

7 Frequently asked questions

In what way is ASPIRE particularly focusing on ‘research-led’ education?

The University recognises that the richness of our students’ learning depends upon the various ways in

which we encourage them to think and act like researchers themselves, as well as ensuring that they learn

about the latest, cutting edge research in their subject areas. It has been actively developing and clarifying

its approach to research-led education during 2011/12. We aim to embed research-like learning into all

that we do at the University, so that students will complete their programmes with both the academic rigor

and the transferable skills of investigation, creativity and critical analysis associated with high quality

research.

All staff who teach and/or support students’ learning, therefore - whether Lecturers, Teaching Fellows or

those in a specialist professional field - are working within a research-led setting, and to encourage

students to think and act as researchers. All teaching-related staff are also expected to engage in

appropriate scholarship, so that students are inspired by research and come to understand the nature and

limits of knowledge and skills in their subject and/or professional area. The ASPIRE assessment panels will

be looking for evidence that applicants, whichever job family they currently work within, recognise the

importance of research and scholarship in their own field, and of teaching which encourages students to

learn in research-like ways. Staff are also expected to keep up to date with some of the developments in

the scholarship of teaching and learning: please see Section 4.3 of this Guidance Pack.

How do ASPIRE Fellowships link with job roles and career progression?

The University is currently (August 2011) updating its criteria for reward, recognition and career

progression in different teaching-related job families. The ASPIRE/HEA Fellowships and the evidence criteria

required for these are seen as valuable indicators of the expertise and experience of a member of staff, and

will be referred to in the new criteria.

Given the recognition of this close relationship between education and research, the University is keen to

ensure that there is appropriate parity of esteem, and equality of opportunity, for staff in teaching-related

roles and for research-led staff, and to encourage staff to excel in either or both fields.

Further details about the new job role and progression criteria, in relation to teaching and supporting

students’ learning, will be provided in the online version of this Guidance document as soon as they the

revision and consultation processes have been completed.

27

Application for Associate Fellowship

Standard Descriptor 1

Associate Fellowship is awarded to individuals able to provide clear evidence of

success and effectiveness in relation to their professional roles which, typically,

will include some teaching and /or learning support responsibilities (sometimes

but not always with support from more experienced teachers or mentors).

(Please see the ‘Guide to Completing Your ASPIRE Application Form’ for guidance on how to fill

in an application form)

SECTION ONE Information about the applicant

Name

Role (e.g. Programme Leader/ Admissions tutor/ employability co-ordinator)

College/Discipline /Service

Length of employment at University of Exeter:

Full or part time:

Total number of years in Higher Education:

Payroll Number

* For the purpose of equality monitoring, personal data held

on the Trent HR system will be accessed for all applications

and it would be helpful if you could please ensure this data

is up-to-date via the self-service function

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

or awards you already hold (relating to learning and teaching):

28

SECTION TWO Demonstrating a sustained track record

There is no limit to the list but ten to twelve activities should be sufficient.

CPD criteria (see guidance for details)

Activity AA 1-5 CK1-6 PV1-4

E.g. provide support in the bioscience laboratory to groups

of UG students doing practical work

E.g. lead seminar groups for the psychology year 1 module

xxx

Please note: AA, CK and PV and their associated numbers used as headings in the columns above refer to

the Areas of Activity, Core Knowledge and Professional Values listed in the UK Professional Standards

Framework.

29

SECTION THREE Evidence of success and effectiveness

Examples of typical activities at Associate Fellowship level which could be used for this section:

undertaking (sometimes limited) teaching and/or mentoring responsibilities as a team member

assisting in assessment activities and giving feedback

introducing students to using techniques, study approaches and/or equipment

developing teaching and learning materials

taking part in evaluation processes to assess your own development

For each of the four examples you select follow the guidance provided in ‘Building a case for a fellowship’.

Please give the word count at the end of each activity (maximum of 500 words)

Example One

Example Two

Example Three

Example Four

30

Other Information

Please use this space to provide any additional information you would like to submit in support of your application; e.g. activities undertaken in professional bodies or subject associations which further develop teaching and learning. Projects undertaken by a group or team are valued as much as individual activities (200 words)

SECTION FOUR Referees

First referee

Name:

Job title:

College/Service

Email address

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

Second referee

Name:

Job title:

College/Service

Email address


31

Application for Fellowship


Fellowship is awarded to individuals able to provide clear evidence of broadly

based success and effectiveness in their substantive teaching and learning support

role(s). Applicants must have at least three years of experience (full time

equivalent) of working in a teaching and/or learning support role in higher

education.




Name

Role (e.g. Programme Leader/ Admissions tutor/ Employability Co-ordinator)



Full or part time:


Payroll Number:




is up-to-date via the self-service function.

This is an application for Fellowship (standard descriptor 2). Please list any relevant qualifications or

awards you already hold (relating to learning and teaching).

32





E.g. Developed a range of library resources to support

Masters programmes in Humanities

E.g. Successfully designed, delivered and assessed modules

in the UG Radiography programme



Framework.

33


Examples of typical activities at Fellowship level which could be used for this section:

ensuring content, methods of delivery and learning materials are appropriate for defined learning outcomes

selecting and using relevant technologies to enhance teaching, learning and assessment embedding own or others’ research appropriately in supervision, teaching and assessment selecting and using appropriate assessment methods for formative and summative assessment designing and/or developing a module, and evaluating its effectiveness



Example One

Example Two

Example Three

Example Four

34

Other Information



First referee

Name:

Job title:

College/Service

Email address


Second referee

Name:

Job title:

College/Service

Email address


35

Application for Senior Fellowship


Senior Fellowship is awarded to those who can demonstrate a sustained track

record of success and effectiveness in relation to teaching, supporting learning

and/or the organisation and management of aspects of learning and teaching.




Name




Full or part time:


Payroll Number:





This is an application for Senior Fellowship (standard descriptor 3). Please list any relevant qualifications or

awards you already hold (relating to learning and teaching).

36





E.g. Development of new programme

E.g. Attending/presenting at e-learning conference

Please note: AA, CK and PV and their associated numbers used as headings in the columns above refer to the Areas of

Activity, Core Knowledge and Professional Values listed in the UK Professional Standards Framework.

37


Examples of typical activities at Senior fellowship level which could be used for this section:

Demonstrating leadership in the design, delivery and evaluation of a range of programmes or learning related activities at various levels

Designing and using innovative approaches and resources incorporating learning technologies where appropriate

Incorporating learning from scholarship and research into teaching/supporting learning and evaluating its effectiveness

Ensuring that course/ activity design and delivery complies with relevant quality standards and regulations

Contributing to external/internal quality assurance processes

Exercising relevant operational leadership within own context – leading policy implementation; participating in peer review and programme review; participating in committees

Undertaking external responsibilities e.g. as a reviewer or examiner, on editorial boards; on professional committees



Example One

Example Two

Example Three

38

Example Four

Other Information



First referee

Name:

Job title:

College/Service

Email address


Second referee

Name:

Job title:

College/Service

Email address


39

Application for Principal Fellowship


Principal Fellowship is awarded to highly experienced senior academics and others

in related senior roles who are typically able to evidence a sustained and

successful track record of impact as strategic leaders and managers with a

particular focus on teaching, learning, assessment and related areas within their

own institution and/or within national and/or international settings.




Name




Full or part time:


Payroll Number:





This is an application for Principal Fellowship (standard descriptor 4). Please list any qualifications or

awards you already hold (relating to learning and teaching):

40





E.g. Lead on QAA institutional visit

E.g. Publication co-authored for QAA around student

engagement

E.g. Lead on a theme or initiative which has University-

wide impact



Framework.

41


Examples of typical activities at Principal Fellowship level which could be used for this section:

demonstrating active strategic leadership in relation to the management of change and innovation with a particular focus around teaching and learning – whether cross- institutionally, nationally or internationally

making a significant and sustained leadership contribution within the institution to teaching and learning developments (e.g. initiating and/or leading policy developments; participating in (and often chairing) discipline/subject review and other audit-related activity), including reviews of quality assurance and quality enhancement processes

acting in an external service capacity (e.g. in relation to consultancy/ professional advice, external examining; institutional reviews, programme and/or subject evaluations; contributions to scholarly and professional societies )

achieving national and/or international recognition through contributions to policy developments, publication and the presentation of novel ideas (e.g. via conference keynotes) in areas related to teaching, including pedagogic innovation, applied (e.g. educational, pedagogic) research and scholarship.



Example One

Example Two

Example Three

42

Example Four

Other Information



First referee

Name:

Job title:

College/Service

Email address


Second referee

Name:

Job title:

College/Service

Email address


43

A5 Guidance Notes for Referees

Thank you for agreeing to provide a reference on your colleague’s eligibility for recognition

under the University of Exeter’s ASPIRE Framework.

A successful outcome will result in both a University of Exeter ASPIRE fellowship and a

fellowship of the HE Academy at one of four levels. The applicant will brief you on the level

they are aspiring to and will provide you with a copy of the application. Your role is to

provide a peer review of the applicant’s practice and to support and supplement the

information in the application.

Please note that you should provide comments based on your knowledge of the applicant’s

work and on how (s)he meets the criteria which are used by the Exeter ASPIRE

accreditation panel (attached).

Your reference should primarily refer to the applicant’s experience and achievements in

learning, teaching, assessment and student support. Please provide practical examples to

support your comments where possible and include reference to innovative practices,

contributions at College or institutional level and any national initiatives in which the

applicant is involved.

This is an open reference so please make sure it is electronically signed and e-mailed to the

applicant so it can be included with their application. If you wish your reference to be

confidential please place it in a sealed envelope before giving it to the applicant.

The panel may wish to contact you about your reference.

Should you have any further questions in relation to the provision of a reference, please

contact the Quality Enhancement Officer, Clare Shimmin at [email protected].

[email protected].

44

A6 Annual Quality Monitoring

Annual Monitoring of HEA-accredited programmes and schemes

The University of Exeter and its constituent Colleges recognise the importance of monitoring the quality and relevance of provision for the initial and continuing professional development of teaching staff. While the process of monitoring is ongoing and iterative, at least one formal meeting per year of the Academic and Professional Services staff involved in the ASPIRE Framework management and accreditation processes will take place to ensure that the provision is meeting its aims effectively. Primary aims of the monitoring process are to identify good practice, enhance existing teaching and learning approaches and, as a result, to improve the overall participant experience. 1 Initial Professional Development Programmes The University of Exeter’s credit-bearing initial professional development programmes include the Postgraduate Certificate in Academic Practice (PCAP) programme and specific modules within the Graduate School of Education’s Masters in Education (MEd): Professional Studies programme, such as the Learning and Teaching in Higher Education (LTHE) module. The PCAP and MEd: Professional Studies programmes are governed by the University’s Annual Programme Monitoring (APM) procedures. Further details can be found at the following website: http://admin.exeter.ac.uk/academic/tls/tqa/Part%209/9Cprogmonnew7.pdf. The APM of these University accredited programmes will be managed by the Graduate School of Education in liaison with the ASPIRE Management Group (see 4.3). The performance of PCAP and LTHE will be documented against a range of quality parameters including:

Admissions, progression and completion data;

In Year Analysis data;

Previous monitoring reports;

Monitoring of module(s);

External examiner’s reports and University and School responses;

Any Professional, Statutory and Regulatory Body/accrediting body or other external reports;

Consultation with employers and former participants;

Evaluation by programme/module staff and other relevant academic and Professional Services staff within the University;

Student evaluation; and

Programme/Module aims. The APM process for PCAP and MEd: Professional Studies modules will also be audited by the Education Executive Committee of the College of Social Sciences and International Studies (chaired by the Associate Dean for Education). If any significant issues have emerged through the process, these will be reported to the ASPIRE Framework Management Group. An important aim of the whole process will be to consider and

http://admin.exeter.ac.uk/academic/tls/tqa/Part%209/9Cprogmonnew7.pdf

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record good practice for wider dissemination. The process will take place in March following the year under review and will be concluded by the end of that month.

2 ASPIRE and direct-entry routes The annual monitoring of the University’s non-credit bearing continuing professional development provision will occur after the University’s APM procedures. It will be led by the ASPIRE Framework Management Group which will by this time also have access to the outcomes of the APM process for the credit bearing programmes. An External Reviewer, Associate Deans for Education, at least one designated assessor from within each Unit (College or Service) in the University, and a member of the Students’ Guild will be invited to attend. The performance of the continuing professional development provision will be documented against a range of quality parameters including:

Applicant data (e.g. name, role, fellowship status and application outcome);

Assessor data (e.g. name, role, fellowship status, fellowship status of applicants and application outcomes);

Previous monitoring reports;

Evaluation by assessors and other relevant academic and Professional Services staff including recent participants within the University;

Any Professional, Statutory and Regulatory Body/accrediting body or other external reports; and

Programme aims. Particular attention will be paid to the assessment and moderation process to ensure that the ASPIRE Framework is both robust and transparent. This will provide an opportunity for the designated assessors to share knowledge and experiences about assessment. Furthermore, it will provide the Associate Deans of Education with an opportunity to discuss some of the strategic and operational issues, such as those relating to Human Resources processes.

An important aim of the whole process will be to consider and record good practice for wider dissemination. Examples of good practice may be derived from PDR Portfolios, the formative review processes of Academic Leads, the summative evaluation processes of the panel and the moderation activities. The annual monitoring process will take place at the end of the Spring Term following the year under review.

While it is unlikely that staff will use the direct-entry processes by which individuals apply directly for recognition by the HE Academy, where this route has been adopted there will be overview by the ASPIRE Management Group of the data provided by the HE Academy relating to these applications. Where Accreditation of Prior Certificated Learning (APCL) processes are used to accredit staff who have equivalent qualifications (e.g. Academy of Medical Educators accreditation), the management group will be responsible for the overview of these processes.

3 The University of Exeter ASPIRE Framework Management Group

The University of Exeter ASPIRE Framework Management Group (chaired by a Senior Academic Developer) is responsible for the overall strategic management of the ASPIRE Framework. It will normally meet twice a year. The group membership will include Associate Deans for Education, at least one designated assessor from within each College and Service, representatives from HR, an external reviewer and a member of the

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Students’ Guild. The administrative team responsible for day to day management of the ASPIRE Framework will be in attendance and will be responsible for providing reports for the meetings. The group reports to the Academic Staff Development Steering Group (chaired by the Deputy Vice Chancellor for Education).

The remit of the group, which will be reviewed at the first meeting, will be to:

ensure that the quality and standards of the ASPIRE Framework are upheld through annual monitoring;

bring together aspects of quality enhancement and quality assurance through the framework to make sure that the process results in excellent student experiences;

plan the future development the framework;

ensure that the communication plan and action plan are implemented;

report on the ASPIRE Framework on an annual basis to the University’s Vice Chancellor’s Executive Group (VCEG) and Senior Management Group (SMG);

obtain funding to ensure sufficient resources are available to implement the IPD and CPD routes and associated developmental activities.

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