hea fellowship application example

Every now and then Ill work together with my colleagues to put on workshops and seminars that support specific areas of technology enhanced teaching and learning (for example the twitter workshops mentioned in A2). All the content in this portfolio was from when I worked at Southampton Solent University, and successfully became a Fellow of the HEA in May 2015. I am aware of the importance of accessibility and inclusivity and therefore try to make sure my support is available to as many people in as many ways as possible. Once the list was completed, I would ask the class to review the list against the referencing criteria and point out to me and the class what could be improved. The Massachusetts Institute of Technology (MIT) is a private land-grant research university in Cambridge, Massachusetts.Established in 1861, MIT has played a key role [citation needed] in the development of modern technology and science, and is one of the most prestigious and highly ranked academic institutions in the world. Available at:https://ray.yorksj.ac.uk/id/eprint/3258/. During the summer of 2013 we upgraded our myPortfolio software and therefore needed to update all of the support materials. 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. For Associate Fellow, please write two 500 word case studies, For Fellow, please write four 500 word case studies For Senior Fellow, please write two 2000 word case studies. Dean, C.J. Change), You are commenting using your Facebook account. The resources below provide you with the relevant documents to start your application plus a copy of the UK Professional Standards Framework (UKPSF), which underpins the Fellowship process: The objective was to give the lecturers and staff an opportunity to experience of what it was like to study as a student using the Flipped Model of course delivery, giving them an idea of how they can use myCourse themselves to facilitate this method of teaching. Nothing brings him more sense of fulfillment than writing fellowship docs in orthopedics. Building effective online learning environments is one area I feel very confident in, whether its helping a lecturer design a course page on myCourse for hundreds of students, or build a myCourse page for a specific piece of technology. It will be interesting to see if the students do actually follow my guidance, compile and submit a more focussed assessment, thus improving the average grade for that cohort. This idea of connected experiences and journeys in knowledge creation/discovery as part of information work is also part of my philosophy to move away from traditional forms of library instruction in one-shot paradigms, to the scaffolded building of knowledges. Thousand Oaks, CA: SAGE Publications. 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]. Thinking Australia might be next, I expressed interest in the program and went to MQs HEA workshop. You may identify specific career milestones, influential professional development activities, engagement with significant others, etc. It would be nice to showcase some of the teaching sessions and key ideas within them to help new or novice lecturers build interactivity and inclusivity into their sessions. I explained to students that they needed to move around room, congregate at the stations they needed more help with, and help one another by discussing what they did and did not understand. Your contextual statement gave a good sense of your learning and teaching philosophy, highlighting your commitment to inclusive, student-centered learning. 471485. Senior Fellowship of the Higher Education Academy (SFHEA) is an advanced level of professional standing that evidences expertise in teaching and learning in higher education. I started with (1978)Mind in society: the development of higher psychological processes. 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]. 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. that I may be missing something important and that there is never enough I regularly attend conferences and webinars to do with educational technologies and I am often invited to present my knowledge on Mahara, Moodle and Social Media usage in education at both regional and national events. Therefore the approach I took was to show them why having a professional online presence now matters, suggest a few examples of sites that can be used, present case studies of students who have successfully gained employment through their online presence, and showcase some real-life examples where it goes horribly wrong. 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. Faculty of Medicine, Health and Human Sciences, HEA Fellowship Program @ MQ now open for 2019 applications. This often allows room for me to think and sometimes learn something new from the outcomes shared by the group. Harmondsworth: Penguin. 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]. Available at:http://crl.acrl.org/index.php/crl/article/view/16616. Blunkett, D., Mitchell, K. and Norton, P. (2020)Arriving At Thriving: Learning from disabled students to ensure access for all | Policy Connect. This, then, was an explicit step in encouraging and facilitating student self-directed reading and revision (K3, K4, V1, V2). 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. The main examples of where I support learning are listed below. Lochtie, D., Stork, A., McIntosh, E. and Walker, B. A place where I can write and think about: queerness; mental health; libraries and being a library worker; education and pedagogy; learning anti-racism. The Poison information services will be provided free of cost to healthcare professionals and the public. In 2011 I was invited to be a guest presenter and workshop facilitator for a JISC ePortfolio event held in London where I shared mine and my colleagues? (2020)Ableism in academia theorising experiences of disabilities and chronic illnesses in higher education. (2020) Rebooting Inclusive Education? 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. 6. The main sections of this site are an overview of what myPortfolio is, examples of pages that can be built (and tools that support them), assessment processes, lecturer guidance and finally other types of portfolios. 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. More strategically, I sit on School Quality Panels for some of my subject areas, where my advice and experience is drawn upon as part of those quality processes. From looking at the bookings I could see that we were to expect 50 participants ranging from administrators to lecturers, HR managers to support service staff. HEA Associate . Tewell, E. (2018) The Practice and Promise of Critical Information Literacy: Academic Librarians Involvement in Critical Library Instruction,College & Research Libraries[Post-print], 79 (1). As shown above, I always try to ensure that I understand as much about my subject area as possible. 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. New York: Routledge. This Mahara portfolio has been compiledusing my officialportfolio submission originally created in MS Word. Elmborg, J. 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. As mentioned at the start of this application, I have undertaken a PGCert in Teaching Post Compulsory Education and Training where I was able to hone my skills as a teacher and understand the importance of mentoring and support students and their needs, classroom management and professional practices (lesson plans, schemes of work, resources and assessment). With students walking, talking and mingling, a dynamic environment emerged where students combined cognitive activity with physical movement and interaction. Peach, T. and McCluskey-Dean, C. (2019)Diversity in information resources: working towards inclusion. 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). Through a disability lens, and my experiences of working with disabled students, I consider referencing stylistics as an ableist practice for particular disabilities (dyslexia, blindness etc), and by extension I see how library referencing support (whilst adhering to the Accessibility regulations and WCAG standards) is not actually pedagogically accessible [A2]. HEA is a subsidiary of UK-based Advance HE. One aspect of my role that I really enjoy is working with academics to develop their unit assessment briefs. This does not, however, change the fact of referencing styles as exclusionary and these access methods are not full disability justice (Kumbier, A. and Starkey, 2016) [V4]. about Higher Education Academy (HEA) Fellowships. Copyright Information & Technologies in Education (CITE) Forum for Higher Education (HE). I am a researcher and a trainer, and when Im working with a member of staff or delivering a session to students I always have a session plan and a couple of learning outcomes and objectives that I hope my learnerswould'veachieved by the end. Class time is then used for clarification and interaction with the teacher and their peers. At first, I was disappointed with the current lack of workshops in Australia, but I thought Id apply anyway. 119. It was promoted by the Higher Education Academy (HEA, now Advance HE) as a way of recognising individual university teachers' contribution to learning and teaching.The framework allows eligible staff engaged in teaching and learning to apply for four categories of . Both critical information literacy and information landscapes centre the importance of lived experiences and that our experiences of information are contextually influenced by our existing knowledges and practices, and in this light, lend themselves well to the constructivist approaches to teaching I employ [V1, V3]. 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]. I have had to find ways of breaking up the workshop into smaller chunks of learning in order to keep my audience engaged. My research and teaching focus on gender, sex, sexuality, embodiment, dance, sport, media and qualitative methods. All participants were handed a worksheet to fill out and keep in case they wanted to revisit what was covered. Using different technologies, particularly Padlet and collaborative Word documents has allowed me to achieve collaborative participation in PCs rooms and lecture halls good practice identified by Brodie (2013) spaces which would normally find particularly challenging for this kind of knowledge. As a result, I have become more engaged with the practices within those schools, and my position as a teaching colleague is more respected [K1, K5, V2]. The topics to be covered include MOOCs, Open Badges, Polling technologies, OER, Audio in Education, Flipped Classroom Model and Virtual Classrooms. As a result of these conversations, I have begun drafting guidance for our team on what inclusive pedagogy in referencing classes could look like, so that this work impacts on students beyond just my areas of support [A4, K3]. 2.VI Successful engagement in appropriate teaching practices related to the Areas of ActivityAccept, 2.V Successful incorporation of subject and pedagogic research and/or scholarship within the above activities, as part of an integrated approach to academic practiceAccept, 2.VI Successful engagement in continuing professional development in relation to teaching, learning assessment, scholarship and, as appropriate, related academic or professional practicesAccept, Test AFHEA Supporters Template FHEA Supporters Template Sometimes fellowships include other benefits like health insurance, travel or relocation grants, funding for dependents, discretionary funding for language classes, or housing. My HEA Fellowship Portfolio by Sam Taylor Details For info. Consider your audience; write for an intelligent, non-specialist (i.e., make sure the terminology will be understandable to someone outside your field). It is hoped that the three examples of ways in which I support learning (both staff and students) shows how I have carefully thought about how I deliver content and subject matter to my learners, taking into account their needs and levels of understanding. The Higher Education Academy awards Fellowship with an expectation that Fellows will remain in 'good standing'. Key guides for effective teaching in higher education series. I consider myself more as a facilitator of learning rather than a teacher as I rely on my participants to follow my advice and guidance, reflect on how it can affect their everyday practices, and finally share it with their peers. This portfolio contains all my evidence and reflections as required for my application to become a Fellow of the Higher education Academy. I have anAcademia.Eduaccount which I use to publish my research to my network of followers on twitter and facebook. I will also include links to social media sites that are owned by key industry players. 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. I'm a 'long-term' Mq girl. Based in the United Kingdom, Advance HE (formally known as HEA) champions excellence in teaching and learning within the tertiary education sector globally. doi: 10.1353/lib.2016.0004. Fellowship brings you a range of benefits: Consolidates personal development and evidence of professional practice in your higher education career; Provides a valuable measure of success and is increasingly recognised by international institutions; Demonstrates commitment to teaching, learning and the student experience, through engagement in a . All the content in this portfolio was from when I worked at Southampton Solent University, and successfully became a Fellow of the HEA in May 2015. It was during this time that I decided to re-evaluate my support offer and see if I could do anything differently. 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. For example, a category of how students learn, both generally and within their subject/disciplinary area(s) still seems a bit broad to me, but. It focuses on a journey of personal growth since the time of my original Fellowship and demonstrates a sustained impact on learners and learning through: Undertaking a wider range of roles and responsibilities in a informed and reflective manner; Undertaking activities relating specifically to range of pathways in higher education - Advice for completing your HEA Principal Fellowship application Make sure that your application has an excellent evidence base, is highly reflective and contains convincing examples of practice. I also useSlideShareto publish my presentations, and to date have had over 10,000 hits on my PowerPoint slides. I used the structure and technology of Case Study 1 (such as collaborative Word Documents) but reimagined for online learning, which consisted of guided talking head videos and a presentation, which gives space for more self-paced and self-referential learning than in-person teaching (Forsey et al., 2013; Hsin and Cigas, 2013; Li, 2020) [K1, K3, V3]. The main difference between Associate Fellowship and Fellowship is the need to engage with all five areas of activities, as well as all six areas of core knowledge and all four professional values. Through my online networks I am able to keep up with my peers and stay up-to-date with the latest news and issues to do with my role, however sometimes its great to have more in depth conversations where detailed experiences can be shared. Feedback gained from those who attend say they feel really positive about the sessions as they are learning a lot from their peers. 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). The purpose of the self-assessment was also to encourage students to identify what they needed to do next to develop their learning or their confidence, such as to consolidate the class learning through practice, or to seek further support from me [V1]. Hattie, J. and Timperley, H. (2007) The Power of Feedback,Review of Educational Research, 77(1), pp. Peach, T. (2019)A contextual exploration of attitudes and approaches to art pedagogy, information literacy and employability at a Higher Education Institution: identifying opportunities for a librarian through an interview with faculty. Me presenting at MoodleMaharaMoot in Leipzig, Germany 2014. In the case studies that followed the contextual statement, it was made clear how you engage in all of the areas of activity. Oxford, ASKe: Oxford Centre for Staff and Learning Development. St Albans: Critical Publishing. The next step was to decide on the overall style of my application. I believe its through my experiences as a teacher that I have been able to successful support SSU staff with technology enhanced practices. You articulately framed your claim for Fellowship at D2 in relation to your professional role, straddling the boundary between professional support and academic engagement. , Dr Ismail O. Zembat and his international colleagues published an edited book entitled, "Quantitative Reasoning in . This activity more accurately reflects the natural way in which they will need to approach referencing in future a process of decision making using the information to hand as well as your past experiences and knowledge [K2, K3, V1]. For instance, if screen-readers do not read out punctuation, then it is failing its core purpose [A4, K2, K4]. I have no fear in designing and building activities into my sessions that hands control over to the participants. I now work in Learning and Teaching, which I love. 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). As often happens with expectations, the reality turned out to be a bit different. Douglas, P. and Santinele Martino, A. 1130. On gaining Fellowship you become part of a community of Fellows and you will need to familiarise yourself with the Fellowship Code of Practice. It is a vital component of my role to always consider the pedagogy or process first, rather than try to build learning activities in order to use a specific technology. There are more than 150,000 HEA fellows in the world. During this year I was rewarded with invites to present my knowledge and experience of using Moodle and Mahara at universities and colleges across the south of England, I was invited to be a technical reviewer for a book on Mahara calledMahara 1.4 Cookbook, I received information regarding jobs across the globe (including some addressed to me directly) and became the go to person for advice on the uses of Mahara, as recommended by my online network. If you're interested in this professional recognition programme, please visit their webpages and look through the Professional Standards Framework (PSF). This approach is Available at:https://cjds.uwaterloo.ca/index.php/cjds/article/view/690. (2010)Information literacy landscapes: information literacy in education, workplace and everyday contexts. in a narrative. I often try to identify opportunities where I can support student learning, including staff in need of training. Available at:https://cjds.uwaterloo.ca/index.php/cjds/article/view/703. 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. 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. 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. In previous years where I would have suggested improvements myself, changing this dynamic has allowed me to informally assess the extent to which they will be able to apply the same criteria to their work as their lecturers will, and to be able to improve their work as a result. My role as a Learning Technologist is to empower staff in using technology to enhance teaching and learning, thus improving the student learning experience. After all here it was, in black and white the agreed and sealed by lots of Higher Ed experts list of what Im supposed to be competent in, which, for a perfectionist like me, is most helpful. Most of what I teach can be found in myCourse, however I do appreciate that some staff really need that face-to-face contact time with me, either as thats how they learn best or perhaps they dont have the confidence as yet to do it on their own. (2013) Short videos improve student learning in online education, Journal of Computing Sciences in Colleges, 28(5), pp. Fellowship of the Higher Education Academy. 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. 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]. York: York St John University. When students looked to me for guidance, I continued to promote active learning by asking the question back to the group or asking students to recall previous classroom activities and remember what they had learned from them (K1, K2). (view criteria for HEA Fellow, Principal Fellow) Descriptor 3: Senior Fellow of the HEA The feedback from both staff and students for these sessions is excellent and I have no hesitation in supporting Sams application for Fellow of the HE Academy. 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. HEA the application forms. Available at:https://www.policyconnect.org.uk/research/arriving-thriving-learning-disabled-students-ensure-access-all(Accessed: 21 December 2020). MSc Information and Library Studies, Robert Gordon University, 2019. Baglieri, S. (2020) Toward Inclusive Education? I will often adapt this generic presentation to suit the needs of the learners depending on their subject or level. Applying for fellowship Advance HE have recently launched a revised Professional Standards Framework (UKPSF). 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]. Senior Fellow HEA 2014 (case studies) These documents form my application for a Senior Fellowship of the Higher Education Academy. Once I finished my draft, I sent it for internal review. (Accessed: 3 October 2019]. Since September 2020, I have been a copy editor for the Journal of Information Literacy, a leading international, peer-reviewed open access journal for the theory and practice of information literacy. As a comparison I did two more MOOCs, one from the same university on Emerging trends and technology in Education, and another from a different platform (Open2Study) from the Curtin University in Australia called Introduction to Astronomy. A n increasing number of academic and professional staff are now applying for HEA fellowships. I will use a lot of annotated screen shots and images, as well as video, along with text instructions, in the hope that it will cover the many styles of learning the learners may have. Available at:https://blog.yorksj.ac.uk/lgbt/2019/10/11/diversity-in-information-resources-working-towards-inclusion-2/. 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. Tell your story with examples that the reader may be able to relate to. 487496. An example of this would be my work to support staff wanting to use the Mahara ePortfolio system that we call myPortfolio. These can be done in my own time and do not affect my job, are free and often open my mind to new ideas and ways of learning. All the experience and evidence included in your application must relate to teaching and/or support for learning practice related to higher education provision such as: + level 4 or above within the Framework for Higher Education Qualifications (FHEQ) in Supporting Statement Guidance - Associate Fellowship Thank you for agreeing to provide the supporting statement required to corroborate an application for Associate Fellowship of the Higher Education Academy (HEA). 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].

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