A little bird told me that HEA is getting so big worldwide that, for example, its now impossible to get a teaching position in the UK without having a fellowship. Fill in your details below or click an icon to log in: You are commenting using your WordPress.com account. As my relationships with academics and programmes have deepened, so has my ability to teach within these paradigms. (2019) Dyslexia: Shackles far beyond the written word, in McIntosh, M., Nicholas, H., and Huq, H. A. (1978)Mind in society: the development of higher psychological processes. I am responsible for writing and building the myPortfolio Guide in myCourse (http://mycourse.solent.ac.uk/myportfolio). Available at:https://cjds.uwaterloo.ca/index.php/cjds/article/view/703. Invited speaker: JISC RSC South East eLearning Fair: Weaving Employability into the Curriculum, Invited speaker: Highbury College Higher Education Conference. View all posts by ThomasPeachLib, Your email address will not be published. HEA Fellowship provides academic and professional staff with recognition of their practice, impact and leadership of teaching and learning across four categories, from Associate Fellow to Principal Fellow. Each one had a piece of paper which detailed one of the ILOs and the essential readings which were directly relevant to it (evidence 2). Liersch, U. Chandos information professional series. Workshops and seminars provide excellent opportunities to network and share ideas and experiences; the 7 Edutech Wonders sessions and Half Hour Huddles aim to inspire and encourage those in the room to put forward ways in which they could implement their new/updated knowledge. Peach, T. and McCluskey-Dean, C. (2019)Diversity in information resources: working towards inclusion. In: Chalmers, D. and Hunt, L. eds. I circulated around the room, listening to various conversations to get an understanding of what students understood. Think of your fellowship proposal as a part of a larger whole that includes the letter (s) from your recommender (s) and other supporting documents (e.g., your resume and transcript). The Poison information services will be provided free of cost to healthcare professionals and the public. To some technology is seen as a necessary evil and I can hopefully help them to see the benefits rather than the inconvenience. focussed academics with a focus on senior and principal fellowships. This was always delivered as a group learning activity to support the social construction of knowledge, particularly for 1st year students still forming cohort bonds [K2, K3, V1]. This is just one example of an application, so please take this alongside other examples you find, or are provided with from your mentor or institution. I have had to find ways of breaking up the workshop into smaller chunks of learning in order to keep my audience engaged. The lecturer could instead request a reflective journal or blog, digital portfolio, video or something else that will demonstrate that the students have met the intended outcomes. Disabled students routinely experience difficulties with university structures, bureaucracy and systems which are not designed around them this includes pedagogy and support mechanisms (Blunkett, Mitchell and Norton, 2020) [V1, V2, V4]. Available at:https://blog.yorksj.ac.uk/lgbt/2019/10/11/diversity-in-information-resources-working-towards-inclusion-2/. I will often adapt this generic presentation to suit the needs of the learners depending on their subject or level. Focusing a Critical Lens on Universal Design for Learning, https://cjds.uwaterloo.ca/index.php/cjds/article/view/690, Arriving At Thriving: Learning from disabled students to ensure access for all | Policy Connect, https://www.policyconnect.org.uk/research/arriving-thriving-learning-disabled-students-ensure-access-all(Accessed, Self-Advocacy as Precariousness in University Education, https://cjds.uwaterloo.ca/index.php/cjds/article/view/703, Connor, D. J. It is important that when writing and building my support and help guides that I ensure that I use language that can be easily understood by the learners no matter how comfortable they are with using technology. In other words, I expected HEA to show up at my doorstep and make me a world-class learning and teaching professional. The Monash Education Academy (MEA) is accredited to offer routes to Fellowship through Advance HE. All HEA Fellowship applications need to be submitted as one . We at SSU are deemed to be one of the front runners in the innovative uses of the myPortfolio software and are often asked to do virtual tours of our systems and help resources to other universities such as Manchester Metropolitan University, University of Bath and recently PACE University in New York using virtual classroom software. As seen above, I support the assessment and feedback process in a number of ways; I can help lecturers set-up assignment upload links in myCourse, to then mark and give feedback online and I can work alongside lecturers to design and review assessment briefs. University of Sheffield. For example, I will often ask them to think alone, do a short task, share outcomes with neighbour/peers and evaluate in groups to feedback to the rest of the class. Not only does this create much more flexbility in the kinds of teaching I do (and the confidence with which I teach), but also will help to continue building relationships with academics so that I am working towards being a more valued partner in the students learning [A2, A4, A5]. In the spirit of disclosure I'll tell you that not long after the deadline for applications had passed . This, then, was an explicit step in encouraging and facilitating student self-directed reading and revision (K3, K4, V1, V2). It empowers us as citizens to reach and express informed views and to engage fully with society (Chartered Institute of Library and Information Professionals, 2018). MSc Information and Library Studies, Robert Gordon University, 2019. You articulately framed your claim for Fellowship at D2 in relation to your professional role, straddling the boundary between professional support and academic engagement. Feedback gained from those who attend say they feel really positive about the sessions as they are learning a lot from their peers. In one-to-one tutorial settings, I aim to approach my teaching and support around the students own personal epistemology (Billett, 2009) as evolving out of constructivism again being shaped through its relationship with information literacy (Swanson, 2006) V1, V3]. We also would like to thank United Utilities for sampling sites, field work and physicochemical sample analysis. Rather than conduct a more formal assessment, I devised a self-assessment which asked the students to rate themselves on a knowledge-confidence spectrum at the start of the class and then again at the end. In the revision guide I listed the ILOs that were outlined on the course and could potentially be tested in the exam. As this was developed over this term, I am now in a position to more clearly articulate and explore teaching options with academic staff I work with, as well as provide examples of how these sessions function based on the 32 times I have now taught variations on this workshop (conversations which have started to happen more clearly). Dean, C. J. Robert Gordon University. If you want to join our growing community of fellows, we can support you through the application process. This evolution has occurred as my confidence has increased and the demand for my time in the number of workshops delivered increases, leading to the need for developing workshops which form a universal base that can be adapted easily and quickly to suit the subject area, the subjects ways of learning, the level of study, and the physical learning environment [A1, A2, A4, K2, K4, V4], in an effort to make efficient use of my time and begin to teach smarter (Race and Pickford, 2007, p.1). You can achieve recognition by applying direct to Advance HE or by using accredited routes - many universities run taught programmes which are accredited and are also 'accredited' to award certain categories of Fellowships themselves (see here for an explanation of the different routes). On gaining Fellowship you become part of a community of Fellows and you will need to familiarise yourself with the Fellowship Code of Practice. I have anAcademia.Eduaccount which I use to publish my research to my network of followers on twitter and facebook. HEA Fellowship is an international recognition of a commitment to professionalism in teaching and learning in higher education and demonstrates that your practice is aligned with the UK Professional Standards Framework (UKPSF). It was during this course that I was able to build up enough confidence to successfully apply for a promotion to become a Learning Technologist. Robert Gordon University. MOOCs (Massive Open Online Courses) became big news in 2013 with many top universities worldwide signing up to be part of the story. New Technologies and Disabled People, https://cjds.uwaterloo.ca/index.php/cjds/article/view/707, Dyslexia: Shackles far beyond the written word, https://apis.officeforstudents.org.uk/accessplansdownloads/2024/YorkStJohnUniversity_APP_2020-21_V1_10007713.pdf, Actively inclusive and rejects bigotry, striving for equity (Peach and McCluskey-Dean 2019) [V1, V4]. (2020) Introduction: Disability Studies in EducationCritical Conversations,Canadian Journal of Disability Studies, 9(5), pp. about Higher Education Academy (HEA) Fellowships. (2006) Critical Information Literacy: Implications for Instructional Practice,The Journal of Academic Librarianship, 32(2), pp. This application was prepared against the 2019 UK Professional Standards Framework (UKPSF)you will find this cross-referenced through markers for the Dimensions of Practice in square brackets (A1-A5, K1-K6, V1-V4). Tewell, E. (2015) A Decade of Critical Information Literacy: A Review of the Literature,Comminfolit, 9(1), pp. Thinking Australia might be next, I expressed interest in the program and went to MQs HEA workshop. At the end of most of my presentations I will often tell SSU staff to pop in to see me and bring their mugs so I can fill them with tea. To align this ILO with my teaching method, I employed a practical in-class activity where students analysed how racist news media language constructed riots differently, depending on whether they were undertaken by white or black US citizens (K2, K3). and Cigas, J. (eds) Leadership and Diversity in Psychology: Moving beyond the limits. Faculty of Medicine, Health and Human Sciences, HEA Fellowship Program @ MQ now open for 2019 applications. (2020) I dont like to be told that I view a student with a deficit mindset: Why it Matters that Disability Studies in Education Continues to Grow,Canadian Journal of Disability Studies, 9(5), pp. In these videos I explain an aspect of academic writing, for example, thesis statements. University teaching in focus: a learning-centred approach. HEA Fellowship - Swansea Application Route Example Reference Features Headed paper please as appropriate Dated Signature, name and role Note: this is taken from a reference supported for a successful applicant. . Overall, we were confident that you meet the benchmark standard for Descriptor 2 and wish you much success in your future teaching career. Cambridge: Cambridge University Press. This led me to think about what advice we give to our students at SSU about their own employability skills, and whether or not they knew how to exploit the free web for their own personal gains. Thank you for your interest in applying to be a Fellow of the Higher Education Academy (FHEA). I believe its through my experiences as a teacher that I have been able to successful support SSU staff with technology enhanced practices. Participation in this aspect of the activity was moderate, so for next year I need to explore classroom power and the ways in which I can encourage students to voice their critiques of class work. Wenger, E. (2008) Communities of practice: learning, meaning, and identity. Peach, T. (2018) If you could, how would you? educating your staff and students about copyright. Whether it is a mistake you realize you have made before, or you are a victim of discriminations. Fellowship (FHEA) Application Template Personal details Name, role, department, teaching qualifications/awards Personal statement/introduction (200-500 words) Short reflective statement that includes: a concise biography; the context in which you currently work; the reasons for your application. As with the first, I had a great opportunity to experience life as a student taking a MOOC (both good and bad) and felt that I was now ready to start disseminating my new knowledge of MOOCs with my colleagues. During this term, I switched to a spectrum which asks student to rate their confidence in their referencing skills and knowledge, to purposefully centre the student and their emotions without prioritising knowledge over skills or centring a deficit model of knowledge [A2, A3, K3]. Could you please share the application as an example for other to guide In this section, you should provide examples of work, in the form of case studies, to evidence your effectiveness in relation to your role. The application is your own. At first, I was disappointed with the current lack of workshops in Australia, but I thought Id apply anyway. A learning technologist will facilitate each session alongside someone who has trialled or uses the technology in their teaching. The Higher Education Academy (HEA) is an international, non-profit organization that promotes teaching excellence in higher education. One way that they do this is through Fellowship, which "provides individuals with recognition of their practice, impact and leadership of teaching and learning.". You should use this section to describe how through your career you have developed your teaching practice and in the case of Senior Fellowship, influenced others practice. Change), You are commenting using your Twitter account. I also hope that the number of last minute support requests from the students will be reduced as everything has been covered and demonstrated in the videos. Just to flag these sessions to you - I think they will be very valuable and I have to say the sort of development many of us will appreciate and 'buy into'. doi: 10.1177/1440783313504059. If you work as part of a delivery team, be clear about what your role is in that team and the contribution you make to it. This list contains the 'stuff' that you will write about when you undertake the reflective narrative. From experience, I knew that the face-to-face induction part was fairly useless as most students wouldnt open myPortfolio again until I saw them during the clinic session, meaning I would have to go over the whole induction process again. 2-3 months later I got an email confirming my fellowship. 253259. The Advance Higher Education Fellowship is an internationally recognised program. You can see what other Universities are up to, meet like-minded professionals and potentially make contacts that may provide opportunities for collaboration. In this role I am improving the accessibility of information literacy research to improve and enrich the teaching of librarians internationally [V3, V4], and access to this pedagogy and information behaviour scholarship has further enriched my understanding of teaching in this area. Following are successful project statements from a former junior fellow, a senior fellow and a performing/creative 414440. I had read many news articles on these MOOCs but felt that in order to really understand the hype I had to have a go and complete one of these courses. Thousand Oaks, CA: SAGE Publications. Lloyd, A. Elmborg, J. Available at:https://cjds.uwaterloo.ca/index.php/cjds/article/view/688(Accessed: 21 December 2020). (2019) Identifying and facilitating a community of practice in information literacy in higher education. (ever felt that way?). Within this dynamic, I explored questions around engagement, particularly with others who had reused my referencing teaching methods I explored in Case Study 1, and decided that recapturing the co-created community with appropriate learning technologies was a key priority. The two previous years have involved students (mostly SSU lecturers) compiling a myPortfolio page to display evidence to support a 3000 word reflective report, however students took more time and effort uploading evidence and notes taken in class rather than focus on the main piece of work itself. If you could, how would you? educating your staff and students about copyright. In future, I will develop this further for students to self-assess to further the knowledge construction. Book review: Laura Ellingson Embodiment in qualitativeresearch. Required fields are marked *. I have also successfully completed the PGCert in Blended Learning where I further developed my teaching knowledge by developing activities that could be delivered online to supplement face-to-face classroom situations. To achieve this, I practice, reflect upon and refine my approaches to pedagogy in ways which place students at the centre with a keen understanding of how they arrive at my classroom in terms of their knowledge, skills and desires. The PSF sets out the professional standards for higher education. The next step was to decide on the overall style of my application. (eds)Ableism in academia theorising experiences of disabilities and chronic illnesses in higher education. Bruce, C. (2020) Self-Advocacy as Precariousness in University Education,Canadian Journal of Disability Studies, 9(5), pp. The primary reason for my application for Associate Fellowship over Fellowship was the experience requirement, as I don't have the equivalent of three years of full time teaching. Academic development, developing teaching materials, pedagogic research in higher education and designing and delivering workshops are all suitable examples of teaching and learning and in higher education and supporting these activities. As often happens with expectations, the reality turned out to be a bit different. Click to share on LinkedIn (Opens in new window), Click to share on Twitter (Opens in new window), Click to share on Facebook (Opens in new window). This often allows room for me to think and sometimes learn something new from the outcomes shared by the group. These sessions are advertised online so that staff can book in when it suits them. Therefore, when discussing assessments in this context Ill be describing the process in which my learners (staff or students) can prove thatthey'vemet my learning outcomes and objectives. Assessment can be formative, as well as summative. Higher Education Academy (HEA) Fellowship The University of Sunderland is accredited by the Higher Education Academy to award Fellowship aligned to the UK Professional Standards Framework (UK PSF). We are developing further content around exemplars and will be continually updating this section of the website over coming months, so please do check regularly for updates and new content. Cambridge: Harvard University Press. Upcoming Fellowship deadlines Monday 5th December 2022 Learners are then shown examples of answers to help them get an idea of what language to use and what to write. One activity written into the workshop asks the leaners to think about how they would present themselves online to prospective employer and incorporates elements of the Active Learning Theory. It IS helpful because it liberates me from a nagging doubt As you write it, focus on your own work. What are other people . Moreover, even if students were not asking or answering questions, they could still benefit from listening to conversations about relevant issues they needed clarifying (K3, V1). I am a great believer in the maxim Dont let the technological tail wag your pedagogical dog and will always consider what will be useful for the students to help them learn. Their stated purpose is to make higher education the best it can be. All participants were handed a worksheet to fill out and keep in case they wanted to revisit what was covered. Moving to teaching remotely in 2020, I worked with my team to emulate a team-based community of practice (Wenger, 2008; McCluskey-Dean, 2019) as a new area, team based idea generation and sharing became particularly important for creating space to co-evaluate our teaching practice and its effectiveness as a team [K5], comparing outcomes and critiquing each others teaching decisions [K6], particularly where these have disciplinary implications or explanations [K3]. Being a UK-based organization, HEA currently has limited training opportunities in Australia. Some people break their HEA applications into specific points while others tell their story. Next to each ILO, I included a self-evaluation scale and instructed students to evaluate their current ability, from 1 (low) to 5 (high). The collaborative reference lists produced as a result of the problem-based learning in Case Study 1 also provided a great opportunity to explore ways to get the students to peer-review and assess the list against the criteria set out in the referencing guidance used [A3, K2]. Your email address will not be published. You made appropriate reference to both the dimensions of the framework and the scholarship of learning and teaching an impressive aspect of your work that continued throughout the claim. It took longer than I anticipated and came back with comments like reference HEA criteria more consistently in your application, which were easy to address. The pedagogical rationale underpinning this activity is that the students were able to engage in active learning through the means of collaborative peer dialogue, wherein each station provided the scaffolding for students existing knowledge and understanding to be activated and reviewed (Robb, 2013) (K2, K3, V3). Since gaining fellowship, I have shared my portfolio with a number of colleagues, currently writing their fellowship applications, to offer an example of what topics can be considered, how pedagogical literature can be woven into personal reflection, and how the application can be structured. The new guidance has been used with focus groups of disabled students and the feedback has been incredibly positive, including feedback such as this would have helped my understanding of referencing so much and I would have been much more independent with this the latter is incredibly important for students self-determination and independence without asking for accommodations (Bruce, 2020) [V1, V2, K5, K6]. My networks can be accessed via my link below: Appropriate methods for teaching and learning in the subject area and at the level of the academic programme, How students learn, both generally and within their subject/ disciplinary area(s), The use and value of appropriate learning technologies, Methods for evaluating the effectiveness of teaching, The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching, Respect for individual learners and diverse learning communities, Promote participation in higher education and equality of opportunity for learners, Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development of learning communities, Acknowledge the wider context in which higher education operates recognising the implications for professional practice, For the attention of Southampton Solent University Professional Recognition Group. The latter has featured as part of wider doctoral research into information literacy at York St John University (Dean, 2019) [A5] which has resituated my own understandings of my teaching as part of the wider teaching community, helping me to navigate how to talk about information literacy with academics in more nuanced ways [V3]. In this way, students were given key materials (the referencing guides and some resources) and asked to problem-solve how they would reference these resources. The Higher Education Academy (HEA) is a national body that champions teaching quality and focusses on the contribution of teaching as part of the wider student learning experience. My current research is investigating UK HE teaching librarians contextual and nuanced knowledges of screen-readers and screen-reader accessibility to understand the extent to which the pedagogies of information literacy are sufficiently developed with a disability lens. I chose the latter approach as I find it easier to be reflective DInfSc thesis. I am regularly asked to meet with peers, both virtually and in person, in order to try and work together to identify solutions to common problems and share experiences of success and lessons learned. MMus Music, The University of Huddersfield, 2015. Li, M. (2020) Multimodal pedagogy in TESOL teacher education: Students perspectives, System, 94. doi: 10.1016/j.system.2020.102337. The point at which I see the students in their learning journey is before any summative or formativeassessment, and usually the academics have no initial assessment of their referencing skills or knowledge. 93112. The whole process took me around 6 months. And you do it by writing a story about your work, your values and, in the case of a Senior Fellowship, by adding two detailed case studies. Most of my knowledge and experience comes from CPD and personal development activities that I have undertook so that I am able to confidently design learning activities that align to my objectives and outcomes. Having students share their analyses in class, I was able to recognise that the ILO had been achieved (K5). This is built upon and shaped by two particular theories in the field of information literacy which are used by teaching librarians to specifically inform librarian pedagogy. ____________________________________________________________. The YSJ Access and Participation plan (York St John University, 2019) outlines an above sector average proportion of disabled students (17.9% in 2017-18) with above average continuation rates but lagging attainment the disabled / non-disabled gap has increased over the last reporting period. The organisation was formed in 2018 with the merger of the Higher Education Academy (HEA), the Leadership Foundation and the Equality Challenge Unit. Available at:http://crl.acrl.org/index.php/crl/article/view/16616. I am the Academic Liaison Librarian for the subjects of: Languages, Linguistics and TESOL; Fine Art, Photography and Illustration; Design; Music; Music Production; Media Production; Drama, Theatre and Dance; Computer Sciences; Data Science; Mathematics. This example shows how feedback from students led to a review of the current assessment, resulting in a more coherent and focussed brief. Harmondsworth: Penguin. 4274. During the activity I took the role of process facilitator (Nash, 2009) (K2). Applicants can review these project statements from successful fellowship applications for assistance in preparing their applications. My role in this is to mainly organise and facilitate these sessions along with my colleagues, giving the floor to the academics, hopefully to inspire them. With over a decade of HE teaching, including 6 years of programme leadership experience, I currently lecture on BA (Hons) Graphic Design for Digital Media at GCU. Today I saw 2 elements of mycourse which really got me thinking about how I could use them.There is no pressure to do it yourself and you could simply sit back, enjoy your lunch and watch and learn. Use actual, real examples in your life. When we first rolled out myPortfolio, I offered each lecturer wanting to use it my help by delivering three IT workshops to their students; an induction, a mid-unit clinic and a final how to submit it session. doi: 10.1353/lib.2016.0004. By offering these opportunities for learning to staff, I hope they can incorporate something that theyve seen and use it to increase their students engagement and experience at SSU. I am applying to start a PhD programme to research disabled students experiences of information and research during their University study, using democratic participatory methods to co-create research and outcomes.