University of Exeter ASPIRE 2011-2012 · University of Exeter ASPIRE Fellowship Scheme 2011-2012 4...

Accrediting Staff Professionalism In Research-Led Education

(Draft August 2011)

Dr Dilly Fung

[email protected] Education Enhancement

Guidance for

Applicants

mailto:[email protected]

University of Exeter ASPIRE Fellowship Scheme 2011-2012

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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 8

2.1 Associate

2.2 Fellow

2.3 Senior Fellow

2.4 Principal Fellow

3 The role of your academic lead or line manager 13

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 14

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 19

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 21

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 23

Appendices

A1 Application form for Associate 24 A2 Application form for Fellow 28 A3 Application form for Senior Fellow 32 A4 Application form for Principal Fellow 36 A5 Guidance Notes for Referees 40 A6 Annual Quality Monitoring 41 A7 Guidance on how to fill in an application form 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.

The ASPIRE Fellowships, together with their associated set of developmental sessions and accreditation panels, are fully aligned with the UK Professional Standards Framework (see Section 1.4).

‘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/


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

Learning in HE

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 (UKPFS)

Areas of activity, core knowledge and professional values

A Areas of activity of the UKPFS 1. Designing and planning learning activities and/or programmes of study

2. Teaching and/or supporting learning

3. Assessing and giving feedback to learners

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

5. Engaging in continuing professional development, research and the evaluation of teaching and learning related professional practices

B Core knowledge specified in the UKPFS

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 specified in the UKPFS 1. A commitment to and respect for both individual learners and diverse learning communities

2. A commitment to participation in higher education and equality of opportunity for learners

3. A commitment to evidence-informed/based approaches and using the outcomes of research,

scholarship and professional practice

(The above represents a proposed revision to the UKPSF and is subject to final approval by the HEA in

November 2011)


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These are the current ‘standard descriptors’ equating to levels of Fellowship: please note these have been

revised, in consultation with the higher education sector, to four standard descriptors and we are awaiting

the final publication of the revision in Oct/Nov 2011 in the autumn of 2011.

The Standards

Standard descriptor Examples of staff groups

Descriptor 1

(Associate of the Higher Education Academy)

Demonstrates an understanding of the student learning experience

through engagement with at least 2 of the 6 areas of activity, appropriate

core knowledge and professional values; the ability to engage in practices

related to those areas of activity; the ability to incorporate research,

scholarship and/or professional practice into those activities.

Postgraduate teaching assistants, staff

new to higher education teaching with no

prior qualification or experience, staff

whose professional role includes a small

range of teaching and learning support

activity

Descriptor 2

(Fellow of the Higher Education Academy)

Demonstrates an understanding of the student learning experience

through engagement with all areas of activity, core knowledge and

professional values; the ability to engage in practices related to all areas of

activity; the ability to incorporate research, scholarship and/or

professional practice into those activities.

Staff who have a substantive role in

learning and teaching to enhance the

student experience.

Descriptor 3

(Senior Fellow of the HEA)

Supports and promotes student learning in all areas of activity, core

knowledge and professional values through mentoring and leading

individuals and teams; incorporates research, scholarship and/or

professional practice into these activities.

Experienced staff who have an

established track record in promoting and

mentoring colleagues in learning and

teaching to enhance the student learning

experience.

Please note that the fourth descriptor, equivalent to the new ‘Principal Fellowship’ described in Section 2, is

currently being developed as part of the revision to the UK Professional Standards Framework.


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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/youteachw

orkshops/

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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Sen

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2. The four levels of ASPIRE Fellowship

Standard

Descriptor 3

Standard

Descriptor 2

Standard

Descriptor 1

Standard

Descriptor 4

The following pages outline the detailed criteria for the four levels of Fellowship.

Please note that the UK Professional Standards Framework is currently under revision. It is due to be

published in Oct/Nov 2011. Should the new version result in the need for some minor amendments to the

ASPIRE Fellowship criteria, these will be circulated as soon as they become available. If you express an

interest in applying before this update is made, you will be advised of the implications of this for your

application on an individual basis.


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To become an ASPIRE Associate Fellow, you will provide clear evidence of an understanding of specific

aspects of effective teaching and/or learning support methods in higher education, and of the student

learning experience. Your experience will include at least some teaching, and/or learning support

responsibilities, and/or the need to support learning.

Range of evidence Typical role/career stage Typical Activities ~ Engaging with at least two of the five areas of activity in the UK Professional Standards Framework. The areas of activity are:

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

2. Teaching and/or supporting student learning

3. Assessment and giving feedback to learners

4. Developing effective environments and student support and guidance

5. Integration of scholarship, research and professional activities with teaching and supporting learning

6. Evaluation of practice and continuing professional development.

~ Demonstrating appropriate core knowledge and understanding of at least the following areas of core knowledge:

1. How students learn both generally and in the subject, and

2. The subject material ~ Engaging successfully in relevant teaching practices related to the above chosen areas of activity. ~ Demonstrating all the professional values in facilitating others’ learning. ~ Incorporating relevant aspects of (e.g. pedagogic) research and/or scholarship within the above activities, as part of an integrated approach to academic practice ~ Using as appropriate, profession-specific knowledge, skills and understanding in stimulating and supporting others’ learning.

~ Early career researchers (PhD students, GTAs, contract researchers/post docs etc.) who have some teaching responsibilities. ~ Staff whose role supports academic provision (e.g. learning technologists and learning resource/ library staff). ~ Staff who hold senior practitioner roles which incorporates some teaching/ mentoring responsibilities (e.g. practice/clinical educators). ~ Staff who undertake demonstrator/technician roles which include some teaching-related responsibilities. ~ Experienced individuals in relevant professional areas but relatively new to teaching and learning related responsibilities.

~ 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 themes, 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.

2.1 Associate Fellow


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To become an ASPIRE Fellow, you will provide clear evidence of a clear understanding of and the effective

use of relevant teaching and learning support methods as a key contribution to high quality student learning

experiences. You are likely to be either a member of one or more academic teams or to have a related

professional role, and you will be able to provide clear evidence of broad-based success and effectiveness in

your substantive teaching and learning support role(s). 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.

Range of evidence Typical role/career stage Typical Activities ~ Engaging in relevant practices across the six areas of activity. ~ Demonstrating appropriate knowledge and understanding across all aspects of core knowledge. ~ Demonstrating a commitment to all the professional values in facilitating others’ learning. ~ Engaging in relevant and successful teaching practices related to the chosen areas of activity. ~ Incorporating relevant (e.g. pedagogic) research and/or scholarship in one or more areas of activity. ~ Using and/or developing core knowledge (e.g. subject material). ~ Demonstrating clear evidence of engagement in continuing professional development in relation to teaching and learning and, where appropriate, other professional practices.

~ Academics who have at least three years (full time equivalent) experience of teaching. ~ Staff holding substantive teaching and learning roles. ~ Experienced academics relatively new to UK higher education. ~ Staff who hold ‘teaching only’ contracts and/or whose roles include significant teaching responsibilities in, for example, 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 a 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.

2.2 Fellow


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To become an ASPIRE Senior Fellow, you will provide clear evidence of an understanding of and the

successful use of relevant teaching methods as a key contribution to high quality student learning

experiences. You will be able to demonstrate a track record of sustained success and effectiveness in

relation to teaching and/or the organization and management of specific aspects of teaching and learning

provision. You may be an established member of academic/delivery teams as well as a more independent

practitioner.

Range of evidence Typical role/career stage Typical Activities ~ Engaging in relevant practices across all six areas of activity. ~ Demonstrating appropriate knowledge and understanding across all aspects of core knowledge. ~ Demonstrating a commitment to all the professional values in facilitating others’ learning. ~ Demonstrating clearly the ability to co-ordinate, support, supervise, manage and/or mentor others (whether individuals and/or teams), in relation to teaching and learning. ~ Demonstrating clearly the ability to incorporate research (e.g. into pedagogy) and/or scholarship within the above activities as part of an integrated approach to academic practice. ~ Demonstrating a clear commitment to continuing professional development in relation to personal academic and/or other professional practices.

~ Experienced staff with responsibility for the management, organisation and operation of one or more programmes, subjects, modules and/or areas of study as, for example, Subject, Course or Programme Leaders, Heads of centres/ departments, Deans etc.

~ 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 the reviews of internal quality assurance processes at e.g. disciplinary and/or institutional levels in light of both internal and external examiner experience.

2.3 Senior Fellow


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To become an ASPIRE Principal Fellow, you will provide clear evidence of (a) successful senior strategic

leadership within higher education and (b) an understanding of and the effective leadership of academic

development as a key contribution to high quality student learning experiences. You will be a highly

experienced senior academic or in a related senior role and will typically be 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.

Range of evidence Typical role/career stage Typical Activities ~ Using effective strategic leadership and management skills to enhance students’ learning opportunities, with a particular, but not necessarily exclusive, focus on the enhancement of teaching quality within institutional, national and/or international settings. ~ Establishing effective organizational strategies for supporting and promoting others (e.g. through mentoring, coaching) in delivering high quality teaching and learning experiences. ~ Championing, within institutional and/or (inter)national settings, an integrated approach to academic practice (incorporating, for example, a focus on teaching, learning, research, scholarship, administration, or knowledge transfer). ~ A demonstrable commitment to continuing professional development (CPD) in relation to institutional, academic and/or other professional practices.

~ Highly experienced staff undertaking academic or academic-related strategic leadership responsibilities in connection with key aspects of teaching and supporting learning (e.g. Heads and/or Deputies of Faculties, Departments, Schools, Centres; PVCs, DVCs, VCs).

~ 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.

NB. The current UK Professional Standards Framework does not incorporate a Standard Descriptor 4; the descriptor for this level is currently being

developed and due to be published in Oct/Nov 2011.

2.4 Principal Fellow


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3 The role of your academic lead or line manager

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:


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]


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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

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


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

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


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You Teach staff development sessions 2011/12


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


17

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.

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


18

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


19

5 How to apply for a fellowship

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:

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

orkshops/

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

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.




20

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).

For further guidance on how to fill in your application form, please see Appendix A7.

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 5.2 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.

The full assessment process is explained in Section 6 below.

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.

6 Assessment of your application

[email protected]


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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.

1 Dates for the panel meetings for 2011/12 are currently being finalised. The first will be in November 2011.


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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.


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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.


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A1 Application for Associate Fellowship

Standard 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 Appendix A7: 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:

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):


25

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 (See Section 1.4 of

this pack: p5).


26

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


27

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



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A2 Application for Fellowship

Standard 2

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:


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

already hold (relating to learning and teaching.


29





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



this pack, p5).


30


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


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Other Information



First referee

Name:

Job title:

College/Service

Email address


Second referee

Name:

Job title:

College/Service

Email address



32

A3 Application for Senior Fellowship

Standard 3

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:


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.


33





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 (See Section 1.4 of this pack, p5).


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


34

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



Example One

Example Two

Example Three

Example Four

Other Information



35


First referee

Name:

Job title:

College/Service

Email address


Second referee

Name:

Job title:

College/Service

Email address



36

A4 Application for Principal Fellowship

Standard 4

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:


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

already hold (relating to learning and teaching):


37





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



this pack, p5).


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;


38

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

Example Four


39

Other Information



First referee

Name:

Job title:

College/Service

Email address


Second referee

Name:

Job title:

College/Service

Email address



40

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].


41

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 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,

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


42

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 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.


43

A7 Guidance on how to fill in an application form

1 Using the form to develop a case for fellowship

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.

2 Submitting the form for accreditation

The four sections need to be completed before the form is submitted. Much of this will have been completed

formatively during PDR discussions. You need to submit the form electronically, together with two references,

to the ASPIRE Quality and Enhancement Officer, Clare Shimmin at [email protected].

3 Completing the sections of the form

Section One: Information about the applicant

Please provide background information which can be used to confirm that you have had the time and

opportunity to demonstrate a sustained track record.

Mention any qualifications and awards you have already obtained - refer to any programmes, courses or

teaching awards which carry formal credit or certification and relate directly to the areas of activity, core

knowledge or professional values (Section 1.4). There are comparable professional awards which can be used

to accredit you as an HE Academy Fellow without further work so be sure to check if you are already eligible

for accreditation.

Section Two: Demonstrating a sustained track record

This section is the record which has been compiled during the PDR process which draws together the

developmental activities you have been undertaken relevant to this application. Please map them against the

appropriate Areas of Activity, Core Knowledge and Professional Values (section 1.4). Each CPD activity listed

should be no more than 2 brief sentences. As a guide, a successful application would be expected to have

listed about 10 -12 activities, but more may be provided if this helps to support your case.

Please identify those activities you have been actively engaged in; normally you will discuss these during your

PDR running up to this application. Examples you might include are:

Formal professional development

Attending and leading on internal short courses or departmental away days

Peer review of your teaching or peer feedback on your support activities

Mentoring and reviewing colleague’s teaching/learning support

Curriculum planning, development and/or review

Engagement in/leadership of projects or major initiatives

[email protected]


44

Day to day activity and experiences

These might include

Teaching/supporting learning

Assessment and moderation responsibilities

Leading and managing teaching activity (including committees)

Work shadowing

External activity

These might include

Attending and presenting at external training events, meetings and/or conferences

External examining

Publications of papers, book chapters

N.B. Applicants are not required to provide hard/electronic copies as evidence for this application; simply list

the evidence and make it available to the Accreditation Panel if requested to do so.

Section Three: Evidence of success and effectiveness

(This section is for the written application route only.)

Each example, around 500 words in length, should be based on the ‘Typical activities’ for the fellowship level

you are applying for (Section 2). In providing information within each example you should ensure that you also

refer to the criteria relating to Areas of Activity, Core Knowledge and Professional Values (Section 1.4).

Please select examples of your work which you feel exemplify a range of fellowship activities. You may choose

to present this evidence as a presentation, combined with dialogue with the panel, or you may prefer to

present a written account.

Four examples should be selected. For each activity:

describe what you have been involved in doing and explain why this evidence is appropriate for a Fellowship application

evaluate the success/effectiveness of the activity (this should be a critical and reflective self-analysis )

provide evidence of good and sustained student and colleague/peer feedback on the success/effectiveness of the activity

provide evidence of any scholarly activity/research associated with the activity (if appropriate).

Oral presentation and dialogue route

Section One and Two only on the form need to be submitted, together with the two references. It would be

helpful if you could provide panel members on the day with notes or illustrations of your talk, for example (but

not necessarily) in the form of a PowerPoint handout.

University of Exeter ASPIRE 2011-2012 · University of Exeter ASPIRE Fellowship Scheme 2011-2012 4...

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