hea fellowship application example hea fellowship application example

I'm a 'long-term' Mq girl. Answer (1 of 4): Most fellowships are paid, providing financial support in the form of a stipend, salary, or grant. 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]. 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). York: York St John University. Here I share some tips and insights on how to tackle the tricky 'reflective' writing style needed for the application. Preparing your HEA application Many colleagues have used our 'HEA Fellowships-on-one-page' handout, which is best printed out A3 in colour when working on your applications for Associate Fellowship, Fellowship, Senior Fellowship and Principal Fellowship. Billett, S. (2009) Personal epistemologies, work and learning,Educational Research Review, 4(3), pp. 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. 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). I have researched and presented on copyright education (Peach, 2018) and, most recently, conducted postgraduate research into art pedagogy and its implications for librarians information literacy pedagogy (Peach, 2019) [A5]. HEA is a subsidiary of UK-based Advance HE. 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. Applicants should provide their completed application to their supporters for review and comment before submission since they will be asked to comment on specific examples. We are able to award Fellowship in all categories - Associate Fellow, Fellow, Senior Fellow and Principal Fellow - to our staff at our four campuses. My intention is to create training resources for teaching librarians to improve the accessibility of their teaching when it comes to visually impaired students. Referencing, as both a skill and representative of a wider set of ethical information behaviours, is one of my primary areas of teaching and my approach has evolved significantly over the past 2 years to its current iteration. This application was prepared over the course of 2019-2021. The organisation was formed in 2018 with the merger of the Higher Education Academy (HEA), the Leadership Foundation and the Equality Challenge Unit. Increasingly, HEA Fellowship is being considered in recruitment and promotion decisions in higher education institutions across the world. Brown, N. and Leigh, J. 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. If you're interested in this professional recognition programme, please visit their webpages and look through the Professional Standards Framework (PSF). Ableism is also highly prevalent in academia itself (Brown and Leigh, 2020), with Gillberg (2020) specifically critiquing how ableism creates and maintains knowledge production and disciplines itself (Liersh, 2019) critical librarianship asks me to extend this to the work of librarians in HE, and bring disability out of being silent and sidelined (Williams and Hagood, 2019). To some technology is seen as a necessary evil and I can hopefully help them to see the benefits rather than the inconvenience. 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. As my relationships with academics and programmes have deepened, so has my ability to teach within these paradigms. 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. This portfolio contains all my evidence and reflections as required for my application to become a Fellow of the Higher education Academy. 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). The other areas are: Evidencing A2: Teach and/or support learning. This way, those who feel uneasy about using social media can then make up their own minds whether or not to look into building up a professional profile. both simplified and refreshing at the same time, as it was the first time I saw This example shows how feedback from students led to a review of the current assessment, resulting in a more coherent and focussed brief. You may identify specific career milestones, influential professional development activities, engagement with significant others, etc. Change), You are commenting using your Facebook account. Use Concrete Examples in Diversity Statements. My research and practice in accessibility has particularly developed my approaches to social constructivism so that a disability lens helps me to see where inaccessibility is a barrier to constructing knowledge, how this introduces inequity into my classroom, and asks me to rethink my teaching to reduce such inequities [A4, A5, K2, K3, V1, V2]. 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. Creative Portfolios with Mahara, _______________________________________________________________. Cambridge, Mass. I circulated around the room, listening to various conversations to get an understanding of what students understood. Most HEA events, like workshops, seminars and reading groups, take place in the UK. This was fine for the first year as I only had three units to support. This application was prepared over the course of 2019-2021. (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. If you have any outstanding queries not addressed by the documents, or the Frequently Asked Questions, please contact the Fellowship Team at fellowship@advance-he.ac.uk. I submitted my application in February 2014. What is HEA Fellowship? I also useSlideShareto publish my presentations, and to date have had over 10,000 hits on my PowerPoint slides. Thank you for your interest in applying to be a Fellow of the Higher Education Academy (FHEA). In these videos I explain an aspect of academic writing, for example, thesis statements. After students completed the self evaluation task, I set up a carousel learning activity. As with the last 2 cohorts, I will be supporting the submission and marking process to ensure that it adheres to SSUs assessment regulations, and that all students can receive their grades and feedback, including their completed rubric to show a breakdown of their marks. 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]. thanks, Your email address will not be published. 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. Douglas, P. and Santinele Martino, A. I chose the latter approach as I find it easier to be reflective in a narrative. I have also presented at the national Mahara UK Conference for the past four years, building up my reputation as someone to go to about using ePortfolios to support assessment and employability. I often try to identify opportunities where I can support student learning, including staff in need of training. Robert Gordon University. On gaining Fellowship you become part of a community of Fellows and you will need to familiarise yourself with the Fellowship Code of Practice. Give detail about the specific context; sometimes there is a need to make the institutional and discipline context more explicit. The first is the theory of information landscapes (Lloyd, 2010) which aims to theorise and understand the ways in which people move contextually in, amongst and between socially constructed information in their lives, which itself relies heavily on social constructivism (Vygotsky, 1978). 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. Sometimes fellowships include other benefits like health insurance, travel or relocation grants, funding for dependents, discretionary funding for language classes, or housing. Given this initial feedback, I hope to release this guidance to the wider university this year, to seek feedback from more disabled students, and also present with disabled staff and students at a conference later this year to share these developments with the sector [V4]. Brodie, L. (2013) Problem-based learning. Wisker, G. ed. 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 The next step was to decide on the overall style of my application. 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. For example, one ILO from a lecture I gave on a qualitative research methods module was: analyse the way inwhich language constructs particular versions of reality (K1). For this reason, many of the activities are chunked up to make each one manageable, giving the learner a sense of achievement upon completion. All HEA Fellowship applications need to be submitted as one . 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. 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. I often get email requests from lecturers asking me to "come and teach their students Mahara", without knowing what exactly the lecturers want their students to do with it. (Click on the icon to your left to view the . The spectrum chosen initially was a spectrum from I dont know anything to I know everything, which whilst seemingly effective, I realised was placing my self-assessment activities in a deficit model of learning that the students are lacking and need me as an educator to complete them whilst prioritizing knowledge over the practical application of that knowledge [A2, A3, K3]. The Fellowships of the Higher Education Academy are concerned with teaching and learning in higher education. New York: Routledge. Sam plans and delivers sessions to both staff and students in both one to one and one to many situations. I have a broad knowledge of online platforms, systems and tools that can be used to engage learners, as well as experience ofdesigning, building and delivering support to staff in how to use them. Other aspects of the academic role such as research, involvement in academic societies, administrations etc., may be relevant to the Fellowship application, but only in as much as they relate to learning and teaching in higher education. Prior to my current role I was an associate lecturer delivering BTEC National diplomas in Performing Arts and Sport and Exercise Science. : Harvard University Press. Race, P. and Pickford, R. (2007)Making teaching work: teaching smarter in post-compulsory education. A sample from Olga's HEA Fellowship application The next step was to decide on the overall style of my application. (2019)Identifying and facilitating a community of practice in information literacy in higher education. Fellow Reflective Account of Professional Practice Yes Documents included in this application template References Yes Word count of Reflective Account of Professional Practice: 2790 Date submitted: This is my first submission I am aware that the University of Leeds' accreditation by the HEA to award HEA Fellowships via PRiSE requires applicants experiences of testing and rolling out an institution-wide system. 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. Could you please share the application as an example for other to guide 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). Word count requirements Associate Fellow (D1) 400 words Fellow (D2) 1000 words Senior Fellow (D3) 2000 words. 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. I was also able to gain an insight to new technologies and trends in education which I have shared with my fellow Learning Technologists at SSU and have come up with a series of One hour Wonders of educational technology for my colleagues to attend. I am responsible for writing and building the myPortfolio Guide in myCourse (http://mycourse.solent.ac.uk/myportfolio). 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. Give detail about individual contributions when working on joint projects. In this video, Gillian will introduce the Principal Fellow of HEA, also referred to as Descriptor 4. Students watch the videos before the lesson and complete the tasks. 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. As much of my teaching is confined to single sessions, I have been developing ways to engage in self-assessment to inform the teaching within the session, as well as how I can engage the class collaboratively in assessing their work and giving feedback [A3, A4, K2]. Descriptors, outcome (Accept / Borderline / Refer), and any special comments: 2.I Successful engagement across all five Areas of ActivityAccept, 2.II Appropriate knowledge and understanding across all aspects of Core KnowledgeAccept, 2.III A commitment to all the Professional ValuesAccept. If you could, how would you? educating your staff and students about copyright. Having students share their analyses in class, I was able to recognise that the ILO had been achieved (K5). I now work in Learning and Teaching, which I love. View all posts by Craig Owen. Your email address will not be published. Happy HEA applications, my friends! Ive made my written application and my feedback available here so that other librarians have an open example of what a successful written application looks like. In 2010 I was inspired by a presentation by Sheffield Hallams Educational DeveloperSue Beckinghamat the Future of Technology in Education conference held at Senate House, University of London. Oxford: Chandos. 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 . 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. This workshop is further supported by an online guide that can be accessed by anyone at SSU (http://mycourse.solent.ac.uk/socialmedia-help). Bruce, C. (2020) Self-Advocacy as Precariousness in University Education,Canadian Journal of Disability Studies, 9(5), pp. ________________________________________________________________. This guidance and the template have been designed to help you structure your supporting statement to provide the This site is aimed at all staff and students with the hope that it can support them for whatever purpose. 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. This way I know Im giving the best advice as I can and are therefore able to understand how my learners may feel when faced with a new piece of technology or teaching method. Price, M. (2012)Assessment literacy: the foundation for improving student learning. I like presenting at conferences too; any opportunity to get out there and show them what Solent are up to and how creative our lecturers and students are. London: UCL Press. Round 2, 2023. University of Sheffield. Some students will even open up their existing LinkedIn accounts to share the before and after profiles. It was then agreed that all induction materials and demonstrations that I would normally offer in a face-to-face class would be delivered online, drastically reducing the amount of hours I would be needed to be in a classroom. Chartered Institute of Library and Information Professionals (2018)Definition of information literacy. As time went on, I noticed something interesting. The workshop was run by one of the HEA-accredited Those making a claim for Senior Fellowship should pay particular attention to descriptor statement 3.7. From my previous experience as a lecturer, I know that a successful session can be evidenced by whether or not learners can demonstrate that they have understood the subject matter or concept. I am an avid user of social media and use my professional online network to stay connected with peers in similar positions in other universities to share knowledge, advice and to stay up-to-date with key trends and emerging technologies. 471485. Tell your story with examples that the reader may be able to relate to. 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]. As part of my CPD I undertook an online course on Emerging Trends and Technologies in Education where I was able to learn about new initiatives going on at other universities around the world. (2008)Working one-to-one with students: supervising, coaching, mentoring, and personal tutoring. (ever felt that way?). All the experience and evidence included in an application for fellowship 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 England, Wales and Northern Ireland, or equivalent; + Oxford, ASKe: Oxford Centre for Staff and Learning Development. Change), You are commenting using your Twitter account. 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. 468491. (2010)Information literacy landscapes: information literacy in education, workplace and everyday contexts. 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. Associate Fellow (D1 AFHEA) Some teaching and/or supporting learning responsibilities students, GTAs, contract researchers, In order to apply for post. 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. There are usually only between two and three participants in each, allowing for better support, however staff are able to book a one-to-one with me if they dont feel confident learning in a group. , Dr Ismail O. Zembat and his international colleagues published an edited book entitled, "Quantitative Reasoning in . Available at:https://cjds.uwaterloo.ca/index.php/cjds/article/view/690. The students will then be able to use their creativity in order to meet the assessment criteria. creating a table with every single criterion in one column and specific examples 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]. Class time is then used for clarification and interaction with the teacher and their peers. I have created many online tutorials and guides to advise staff and students on using technology to support teaching and/or learning. Finally, we liked how your ideas were extended with lived-experience examples and developed into practical tools and teaching practice. 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. Tom, your written claim for Fellowship (D2) was very enjoyable and engaging to read. You can see what other Universities are up to, meet like-minded professionals and potentially make contacts that may provide opportunities for collaboration. it). Kumbier, A. and Starkey, J. AFHEA Supporters Template FHEA Supporters Template York St John University (2019)Access and participation plan: 2020-21 to 2024-25. 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. . During the activity I took the role of process facilitator (Nash, 2009) (K2). In future, I will develop this further for students to self-assess to further the knowledge construction. 2 case studies (1500 words each) that evidence 2 particular examples of your leadership in relation to teaching and learning, and that demonstrate your . 253259. 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. For instance, if screen-readers do not read out punctuation, then it is failing its core purpose [A4, K2, K4]. Olga Kozar on 29 August, 2018. DInfSc thesis. 6. 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. My research and teaching focus on gender, sex, sexuality, embodiment, dance, sport, media and qualitative methods. As social media and networking involve an element of sharing your own personal data with the world, I knew that those attending my sessions would have very different experiences of using it and therefore I had to ensure that I was sensitive enough not to let those who dont want to use it feel isolated or singled out. 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]. Me presenting at MoodleMaharaMoot in Leipzig, Germany 2014. 2019 UK Professional Standards Framework (UKPSF), https://infolit.org.uk/definitions-models/(Accessed. I have had to find ways of breaking up the workshop into smaller chunks of learning in order to keep my audience engaged. 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.