ATU ENGAGE Advance HE Fellowship Support Programme
ATU ENGAGE supports ATU educators in achieving an Advance HE Fellowship, which is an internationally benchmarked professional recognition of high-quality practices, impact and leadership in teaching and learning.
ATU ENGAGE provides the opportunity for all staff with a role in teaching and/or supporting learning to develop professionally by reflecting on and articulating the effectiveness of their practice in the context of ATU’s teaching and learning strategy and the Professional Standards Framework for Teaching and Supporting Learning in Higher Education 2023 (PSF)
Professional Standards Framework 2023 (PSF)
The PSF is used across the world to support teaching and learning development in higher education. It provides a comprehensive set of professional standards and guidelines for everyone involved in teaching and supporting learning in HE and ENGAGE draws on it to help improve quality and impact. As of early 2025, over 200,000 staff in over 100 different countries have had their individual teaching practice recognised through the Advance HE Fellowship scheme, underpinned by the PSF.
The PSF identifies components of successful teaching and learning (Figure 1 below). These are expressed in the 15 Dimensions of the Framework and the 3 Descriptors relevant to ENGAGE. The PSF clearly outlines the Dimensions of HE teaching and learning support as:
• Professional Values that individuals performing these activities should exemplify.
• Core Knowledge needed to carry out those activities at the appropriate level.
• Areas of Activity undertaken by teachers and those who support learning.
PSF emphasises:
• the effectiveness and impact of teaching and supporting learning.
• the context in which the teaching takes place.
• inclusivity – both from the perspective of the wider range of staff now able to engage with the PSF and how more inclusive approaches ensure all learners feel respected, valued and have equity in opportunity to succeed.
With emphasis on digital/technology, professional values, support for students and collaboration, among other dynamics, the PSF is fit-for-the-future, relevant and compelling wherever and however higher education teaching and learning are delivered.
Testimonies from colleagues who attained Fellowships through ENGAGE (included at the end of this guide) speak to the sound structures in place, the challenging and enjoyable reflective nature of the process, and the pride they feel in their award. Engagement with the PSF and the building of a case for recognition, according to our Fellows, prompts greater self-awareness and a transformation in teaching and learning support practice. Recognition boosts self-confidence and allows educators to question themselves more freely and to innovate more bravely. It is heartening to see results already filtering through to teaching and learning support settings; this is how long-term impact, sustained momentum and meaningful, lasting change is generated. This ensures that our educators are not only recognised for their excellence but are best equipped to contribute to the overall success of our students.
Professional Values
In your context, show how you:
1. respect individual learners and diverse groups of learners
2. promote engagement in learning and equity of opportunity for all to reach their potential
3. use scholarship or research, or professional learning, or other evidence-informed approaches as a basis for effective practice
4. respond to the wider context in which higher education operates, recognising implications for practice
5. collaborate with others to enhance practice
Core Knowledge
In your context, apply knowledge of:
1. how learners learn, generally and within specific subjects
2. approaches to teaching and/or supporting learning, appropriate for subjects and level of study
3. critical evaluation as a basis for effective practice
4. appropriate use of digital and/or other technologies, and resources for learning
5. requirements for quality assurance and enhancement, and their implicatiors for practice
Areas of Activity
In your context, demonstrate that you:
1. design and plan learning activities and/or programmes
2. teach and/or support learning through appropriate approaches and environments
3. assess and give feedback for learning
4. support and guide learners
5. enhance practice through own continuing professional development
Our Context: ATU
ATU Values
“Respect, Collaboration, Inclusion, Trust, Ambition, and Innovation”
At ATU, our institutional values – “Respect, Collaboration, Inclusion, Trust, Ambition, and Innovation” – are at the heart of our strategy, and we ensure that these values are embedded in all aspects of our educational practices. ENGAGE has been developed to provide an internationally benchmarked process by which ATU itself, along with all staff in a role which contributes to teaching and learning, have a means by which to demonstrate their professionalism and commitment to developing and enhancing teaching and learning support practices. ENGAGE is supported institutionally through alignment of aims and targets in overall university strategic plans and especially in university learning and teaching strategies.
ATU Values and the PSF
1. Respect
The PSF emphasises the importance of respecting individual learners and diverse learning communities (V1). At ATU, we cultivate a respectful and inclusive campus culture, valuing diverse perspectives.
2. Collaboration
Collaboration is a key component of the PSF, particularly in developing effective learning environments and student support (A4) and in sharing good practice (V3). We promote collaborative staff practices and participation in support programmes so that our educators can learn from and support each other.
3. Inclusion
Inclusion is central to our values and aligns with the PSF’s commitment to promoting participation in HE and equality of opportunity for learners (V2). We are dedicated to the principles of Universal Design for Learning, ensuring that our teaching and assessment methods are inclusive and accessible to all students. We strive to attract and support a diverse student population.
4. Trust
Building trust is crucial for professional development, as highlighted in the PSF’s focus on incorporating research, scholarship, and professional practice (V3). We support our staff in their professional development, recognising and celebrating their contributions to teaching excellence.
5. Ambition
Ambition is reflected in the PSF’s descriptor for demonstrating a sustained record of effectiveness in teaching and supporting learning, incorporating innovation, leadership, and mentoring (D3). ENGAGE supports ambitious professional development goals.
6. Innovation
Innovation is vital to the PSF, particularly in designing and planning learning activities (A1) and engaging in continuous professional development (A5). We promote and support a culture of innovation in teaching practices.
ATU Learning, Teaching and Assessment (LTA) Strategy and the PSF
One strand of our LTA Strategy focuses on continuous professional development and excellence in teaching practice. ENGAGE ensures that our educators’ practice is informed by an understanding of how learners learn (K1) and a broad knowledge-base of approaches to teaching and supporting learning (K2), providing highquality teaching and learning support that aligns with PSF standards.
High-quality teaching is a core objective of our LTA Strategy, aligning with the PSF’s descriptor for demonstrating effective approaches to teaching and learning (D2).
Principles Underpinning ATU ENGAGE
• ‘Excellent teachers are made, not born; they become excellent through investment in their teaching abilities’ (European Science Foundation, The Professionalisation of Academics as Teachers in Higher Education, 2012, p.vii).
• ENGAGE provides a robust framework for professional development in teaching and learning. It is designed to motivate and support our staff by providing resources, recognition, and an inclusive culture that values continuous improvement and excellence in education.
• ENGAGE facilitates educators to effectively support ATU students through a collaborative, learner-centred, inclusive model of practice.
• ENGAGE promotes professional dialogue on teaching and learning, within communities of practice at ATU and beyond, in order to inform, develop and enhance practice.
• ENGAGE reflects our sustained commitment to highquality teaching and learning, based on a combination of innovative curricula, best-practice pedagogy and the use of contemporary digital/technology resources to promote equity of access and build an increasingly inclusive teaching and learning environment.
ATU’s Fellowship Community
Fellowship remains a relatively new departure in ATU, and indeed in Higher Education in the Republic of Ireland generally, but already a vibrant community of Fellows has been established across our nine campuses and a steadily growing cohort of ATU staff hold a category of Fellowship. This includes a wide range of staff from both academic and professional services. Anyone who can evidence the requirements, regardless of role, is welcome to join this community of practice.
Institutional Benefits
Advance HE accreditation of ENGAGE establishes multiple conditions beneficial to ATU:
• The opportunity to create a bespoke process aligned with ATU’s strategic priorities and to showcase the value ATU places on learning and teaching.
• The opportunity to best support ATU educators in developing their learning and teaching practices.
• The opportunity to take stock of the full range of learning and teaching practices of staff and, likewise, to facilitate recognition of a diverse range of applicants.
• The opportunity to document and disseminate evidence of innovation in learning and teaching to communities of practice across ATU and further afield.
• The opportunity to align existing internal accreditation and recognition processes with PSF and Fellowship.
• The opportunity to fulfil the transformational potential of the Fellowship process for students, as well as for individual staff and the institution.
ENGAGE Programme Team
ATU ENGAGE comes under the remit of the Teaching and Learning Centre and is managed by Dr Niamh Plunkett, Head of Teaching and Learning. Dr John O’Callaghan SFHEA leads the operation and development of the programme. Further leadership is provided by a cohort of ENGAGE assessors and mentors. All hold Fellowships. The role of assessors and mentors, and the quality assurance and quality enhancement structures in place at the institutional level, are fully detailed below.
ENGAGE Community Of Fellows
An expanding cohort of ATU Fellows have been trained to act as mentors and assessors. Initial and ongoing training is mandatory and subject to oversight by the ENGAGE Oversight Committee.
ENGAGE Oversight Committee
Decisions made by the team of internal assessors are moderated by the External Assessor before they are ratified by the ENGAGE Oversight Committee.
The composition of the committee is designed to ensure diverse representation across academic, professional services, and leadership roles within ATU. Membership is appointed by the university’s senior leadership team and includes:
• Chair: Registrar and Vice President for Students, Teaching & Learning
• Manager, Responsibility for ENGAGE: Dr Niamh Plunkett, Head of Teaching & Learning (Leadership in Teaching Excellence & Staff Development).
• ENGAGE Programme Lead: Dr John O’Callaghan oversees the programme, ensuring alignment with institutional goals.
• Representative from the Quality Office: To ensure alignment with institutional quality assurance processes and support accreditation.
• Teaching & Learning Centre: Heads of Teaching and Learning: Representatives from ATU T&L Centre.
Associate Fellow (AFHEA)
To become an Associate Fellow, applicants are required to submit an application to ENGAGE that meets the requirements for Descriptor 1:
Descriptor 1 is suitable for individuals whose practice enables them to evidence certain Dimensions of the PSF.
Effective practice in teaching and/or supporting highquality learning is evidenced through a reflective account of practice in two of the Areas of Activity that demonstrates alignment to D1, that is informed by at least Professional Values V1 and V3, and that applies core knowledge of at least K1, K2 and K3.
AFHEA Documentary Application
FHEA Documentary Template:
• Context statement (max 300 words)
• ‘Reflective account of practice’
• 2 Areas of Activity: demonstrate alignment to D1 (max 1400 words); practice informed by Professional Values (at least V1, V3); application of core knowledge (at least K1, K2, K3)
• References (max 200 words)
At a minimum, then, in terms of Areas of Activity, Professional Values and Core Knowledge –
In at least two of the Areas of Activity
In your context, demonstrate that you:
• Design and plan learning activities and/ or programmes (A1)
• Teach and/or support learning through appropriate approaches and environments (A2)
• Assess and give feedback for learning (A3)
• Support and guide learners (A4)
• Enhance practice through own Continuing Professional Development (A5)
Professional Values
In your context, show how you:
• Respect individual learners and diverse groups of learners (V1)
• Use scholarship, or research, or professional learning, or other evidence-informed approaches as a basis for effective practice (V3)
Core Knowledge
In your context, apply knowledge of:
• How learners learn, generally and within specific subjects (K1)
• Approaches to teaching and/ or supporting learning, appropriate for subjects and levels of study (K2)
• Critical evaluation as a basis for effective practice (K3)
Authentication of Practice
• 1 Supporting Statement
Recency of Evidence
• Focus on last 2-3 years
Fellow (FHEA)
To become a Fellow, applicants are required to submit an application to ENGAGE that meets the requirements for Descriptor 2:
Descriptor 2 is suitable for individuals whose practice with learners has breadth and depth, enabling them to evidence all Dimensions of the PSF.
Professional Values (V1-V5)
In your context, show how you:
1. Respect individual learners and diverse groups of learners
2. Promote engagement in learning and equity of opportunity for all to reach their potential
3. Use scholarship, or research, or professional
FHEA Documentary Application
FHEA Documentary Template:
• Context statement (max 300 words)
• ‘Reflective account of practice’
• All PSF Dimensions; demonstrate alignment to D2 (max 3000 words)
• References (max 500 words)
learning, or other evidence-informed approaches as a basis for effective practice
4. Respond to the wider context in which HE operates, recognising implications for practice
5. Collaborate with others to enhance practice.
Core Knowledge (K1 – K5)
In your context, apply knowledge of:
1. How learners learn, generally and within specific subjects
2. Approaches to teaching and/ or supporting learning, appropriate for subjects and levels of study
3. Critical evaluation as a basis for effective practice
4. Appropriate use of digital and/ or other technologies, and resources for learning
5. Requirements for quality assurance and enhancement, and their implications for practice.
Areas of Activity (A1-A5)
In your context, demonstrate that you:
1. Design and plan learning activities and/ or programmes
2. Teach and/or support learning through appropriate approaches and environments
3. Assess and give feedback for learning
4. Support and guide learners
5. Enhance practice through own Continuing Professional Development.
Authentication of Practice
• 2 Supporting Statements
Recency of Evidence
• Focus on last 3 years
Senior Fellow (SFHEA)
To become a Senior Fellow, applicants are required to submit an application to ENGAGE that meets the requirements for Descriptor 3:
Descriptor 3 is suitable for individuals whose expertise, experience and effective practice allows them to lead or influence those who teach and/or support high quality learning.
To evidence all Dimensions, applicants must:
Professional Values (V1-V5) In your context, show how you:
1. Respect individual learners and diverse groups of learners
2. Promote engagement in learning and equity of opportunity for all to reach their potential
SFHEA Documentary Application
SFHEA Documentary Template:
• Context statement (max 300 words)
• ‘Reflective account of practice’ (max 6000 words)
• Demonstrate sustained influence / impact (mapped to D3)
• 2 case studies demonstrating leadership / management achievements
3. Use scholarship, or research, or professional learning, or other evidence-informed approaches as a basis for effective practice
4. Respond to the wider context in which HE operates, recognising implications for practice
5. Collaborate with others to enhance practice.
Core Knowledge (K1 – K5)
In your context, apply knowledge of:
1. How learners learn, generally and within specific subjects
2. Approaches to teaching and/ or supporting learning, appropriate for subjects and levels of study
3. Critical evaluation as a basis for effective practice
4. Appropriate use of digital and/ or other technologies, and resources for learning
5. Requirements for quality assurance and enhancement, and their implications for practice.
Areas of Activity (A1-A5)
In your context, demonstrate that you:
1. Design and plan learning activities and/ or programmes
2. Teach and/or support learning through appropriate approaches and environments
3. Assess and give feedback for learning
4. Support and guide learners
5. Enhance practice through own Continuing Professional Development.
• References (max 500 words)
Authentication of Practice
• 2 Supporting Statements
Recency of Evidence
• Last 5 years
Evidence
Application templates for each Fellowship category will provide a structure for you to demonstrate the developmental and experiential activities that you have undertaken, and how these support your claim of effective practice aligned to the appropriate Descriptor requirements. Critically, the evidence must demonstrate robust examples of good and contemporary practice aligned to all dimensions of the PSF commensurate with the category of Fellowship being sought. Workshops on each of the categories of Fellowship will provide full detail on the nature and types of evidence that are appropriate.
Supporting Statements
Applications for Associate Fellowship, Fellowship and Senior Fellowship must include Supporting Statements.
Supporting Statements are distinct from references. They should confirm the claims you make in your application. This verification and endorsement should be in the context of personal experience of working with you and witnessing your practice as effective and inclusive across relevant dimensions (values, knowledge, areas of activity). So, those writing statements on your behalf must be well placed to expand on your teaching and learning support practice and/or leadership of high-quality learning and teaching, and (for D3 Senior Fellowship) provide perspective on how you have influenced the practice of peers / the institution. They must have an opportunity to read and discuss your application. Normally, but not necessarily, they will hold a category of Fellowship.
• AFHEA: One Supporting Statement
• FHEA: Two Supporting Statements
• SFHEA: Two Supporting Statements
ENGAGE will not chase Supporting Statements and will not accept applications without them. If the professional integrity of any supporting statement is in question, it will not be accepted. Supporting Statement guidance notes and templates are provided for each category of Fellowship. Statements must be unique (not the same as for someone else, not recycled from another purpose, not a generic reference letter) and the template requires the following confirmation:
In submitting your statement, you are confirming that the applicant’s submission reflects their Higher Education professional practice and that you have written this statement specifically for this applicant.
I have read and understood the declaration
Signature: Date:
ENGAGE Support Process
1. Consult General Guide for Applicants
2. Attend ATU ENGAGE Information Session
Dates and instructions on how to register are available here on the Teaching and Learning Centre’s ENGAGE SharePoint
Before applying to join the ENGAGE support programme, you are required to attend one of the 3-4 online Information Sessions that will be provided annually. The Information Session will familiarise you with Fellowship, the PSF, and the ENGAGE recognition process. Subsequently, you must use Advance HE’s Fellowship Category Tool to help you to decide which level of recognition to pursue.
3. Apply to ENGAGE
The application form will be emailed to you once you have participated in an Information Session.
The form asks you the following questions:
a. Describe your role in teaching and/or supporting learning in ATU: how do you contribute to delivery of effective practice? [250 words max.]
b. Outline your professional rationale for applying: how does Fellowship relate to your core professional values and practice? [250 words max.]
c. Explain which Fellowship is appropriate for you: why are you applying for Associate Fellowship / Fellowship / Senior Fellowship (this is about the type of evidence you can use to demonstrate how you support teaching and learning rather than your role / position) [250 words max.]
4. Attend relevant Fellowship category briefing online workshop: a. AFHEA / FHEA b. SFHEA
Dates and instructions on how to register for the relevant briefing session will be available here on the Teaching and Learning Centre’s ENGAGE SharePoint, as will access to all ongoing supports and resources.
5. Build case for recognition: present evidence to the ENGAGE assessors that demonstrates how you have met the Descriptor criteria for your category of Fellowship.
a. Compile evidence and draft application per template
b. Engage with mentoring and feedback process, ongoing support sessions and support resources
c. Submit for assessment panel deadline (2 assessment panels per year)
Supports
Individual Mentoring
An individual mentor is appointed to each ENGAGE participant by the ENGAGE manager, Dr Nimah Plunkett, and the ENGAGE programme lead, Dr John O’Callaghan. Parity of provision is a priority so academic discipline, professional role or campus location are not decisive factors in the appointment process. Mentors will normally hold the category of Fellowship for which the mentee is applying. Mentors are required to undertake introductory training and annual upskilling sessions provided by ENGAGE. The role of the mentor is to share their experience of the Fellowship application process with the applicant and to provide feedback on draft applications. The mentor is not expected to proofread or edit the draft application, however. The mentor is not a ‘supervisor’. The mentor is not responsible for the outcome of the application. Mentors cannot be involved in the recognition decision making process for any applicant they have supported.
Applicant and mentor should agree at the outset of the process a schedule for meetings, draft application submission and feedback. Mentors will be available to applicants for one initial thirty-minute meeting, which can be on a 1:1 or group basis if the mentor is supporting more than one applicant simultaneously. Mentors will provide written feedback on draft application submissions and
be available on request to discuss this feedback in a 30-minute online meeting.
If an applicant is not initially successful in their application, mentors may involve themselves in the resubmission process if they so wish but are not required to do so as assessors’ feedback will be explicit as to changes / additions required.
Online Workshops
Following the initial AFHEA / FHEA and SFHEA briefings, workshops will be dedicated to the following themes:
• Identifying your evidence base and influences: professional development, supporting learning and impact (open to applicants for any category of Fellowship)
This workshop provides applicants with an opportunity to reflect on the learning and influences that have shaped their effective practice. It will also share insights on how applicants can use evaluation to strengthen claims for effective practice.
• Identifying your Learning and Teaching leadership style, influence and impact
This workshop facilitates SFHEA applicants in reflecting on their personal leadership philosophy, identifying the circumstances in which they have exerted influence, and reviewing their impact. This will support drafting of context statements and recording of sustained practice, influence and impact.
Writing Consultations
Applicants are welcome to schedule consultations with ATU Writing Centre instructors, a number of whom hold Fellowships.
ENGAGE Teams Page
An ENGAGE Teams page serves as a central repository for ADVANCE HE documentation, pro-formas and a wide range of support resources, including recordings of ENGAGE briefings and workshops. Applicants will be alerted to upcoming support sessions and presented with opportunities to network with other applicants and ENGAGE alumni.
Chart 1
ENGAGE Assessment Process Flowchart
Application reviewed by 2 / 3 assessors
Descriptor met Fellowship awarded
Consensus judgement reached
Descriptor not met
Applicant has 4 weeks to resubmit
Resubmission assessed as per original
1. Assessing your case for recognition
For Descriptor 1 AFHEA and Descriptor 2 FHEA applications, each assessor reaches an initial independent judgement before the two assessors then attempt to reach a combined consensus judgement. If agreement cannot be reached, a third assessor joins the process, leading to a majority decision. All AFHEA and FHEA applications involving a third assessor are seen by the External.
For all Descriptor 3 SFHEA applications, the External will be one of the three independent assessors/reviewers making judgements.
The written evidence, along with Supporting Statements, will be triangulated against the descriptor of the PSF commensurate with the category of Fellowship for which the claim is being made.
2. There will be 2 submission deadlines per annum, typically in March and September [the length of time it will take to process your application will depend on the volume of submissions.]
3. There are two possible outcomes following first review of your application – Award or Refer
End of review process
Award
If the reviewers’ consensus judgement is that your application meets the requirements of the relevant Descriptor, then you will be awarded the relevant Fellowship.
Refer
Should your application be judged as providing insufficient evidence for meeting the relevant Descriptor, then you will be provided with precise and prescriptive feedback from the reviewers in an Assessment Outcome and Feedback Form. This feedback will indicate which criteria your application has met (if any) and explain how it needs to be enhanced to provide evidence of the remaining Descriptor criteria.
You will be offered one opportunity to resubmit within four weeks and be asked to highlight any changes you make to your original application. The ENGAGE team will ensure that mentoring support is available to referred candidates during this resubmission window. The review panel who completed the first review will judge each resubmission on the basis of the feedback provided on the original submission, considering whether key actions identified have been addressed.
There are two possible outcomes following a second review of your application – Award or Unsuccessful
Award
If the reviewers’ consensus judgement on your resubmission is that your revised application meets the requirements of the relevant Descriptor, then you will be awarded the relevant Fellowship.
Unsuccessful
If the reviewers judge that despite revisions, your resubmission still does not fully meet the requirements of the relevant Descriptor, then the final judgement is ‘unsuccessful’. In this instance, further feedback in section 4 of the Assessment Outcome and Feedback Form will explain the unsuccessful judgement.
Please note that Section 1 of the Panel Outcome and Feedback document will be updated to show where the relevant Descriptor criteria are met in the resubmission. The original reviewer feedback from the first review will remain unaltered in Sections 2 and 3 of the form; Section 4 will draw on the feedback in Sections 2 and 3 to explain the final outcome.
A sample of Descriptor 1 AFHEA and Descriptor 2 FHEA submissions and resubmissions will be moderated for QA purposes by the External Assessor before ratification by the Oversight Committee. The External will be one of the assessors of all Descriptor 3 SFHEA submissions and resubmissions.
In the event of an Unsuccessful resubmission, the applicant must rejoin ENGAGE if they wish to submit a full new application at the deadline of the next submission cycle.
4. Award – ENGAGE issues a congratulatory confirmation email and informs Advance HE of your recognition; Advance HE certifies your recognition
5. Good standing – It is the responsibility of Fellows to remain in good standing, as implicit in the PSF and described in Advance HE’s Fellowship Code of Practice
Quality Assurance and Enhancement
All recognition decisions will be made by trained assessors who hold Fellowships and undertake continual training.
A sample of submissions will be moderated by the External Assessor, including all at D3 Senior Fellowship category.
In the case of unsuccessful applications, feedback will be provided by assessors to applicants to support resubmissions. Reports from the External Assessor will feed into annual review of ENGAGE and be considered by the Oversight Committee, which will issue recommendations as it sees fit.
Appeals / Complaints
A procedural appeals process will be operated. Given that ENGAGE is not an academic programme of study, ATU’s academic decisions appeals process does not apply. ENGAGE provides recognition and verification of professional practice and follows consistent, fair and robust assessment and moderation methods that are validated by trained internal and external assessors. If an applicant is not satisfied with the level or quality of support provided during preparation of their case for recognition or the decision which is made regarding their claim, they should in the first place contact the ENGAGE programme leader to discuss their concerns.
They will be invited to submit a statement to engage@ atu.ie or if this is not appropriate to the ENGAGE Oversight Committee. This statement should detail any irregularity relating to the support process or the decisionmaking process that the applicant has experienced. Any concerns raised will be addressed by the ENGAGE Oversight Committee as part of its quality assurance oversight role, and additional training or resources may be put in place if appropriate. Recognition decisions may be revisited if that is deemed appropriate. The External Assessor monitors the quality assurance element of ENGAGE and will initiate further investigation if the integrity of the accreditation process has been compromised. Such an investigation will be held in accordance with Advance HE Accreditation Policy.
Data Sharing – GDPR, ENGAGE, Advance HE
Upon a successful Fellowship application, personal data including applicant name and email address will be supplied to Advance HE. This is necessary to activate the recording of Fellowship registration and certification on Advance HE’s MyAdvance HE database https:// my.advance-he.ac.uk/ Advance HE will use this data in providing Accreditation Services to ATU and potentially in reviewing ATU’s accredited provision. Submitting an application confirms understanding of and agreement to this data sharing.
Cróna O’Donoghue FHEA, Lecturer, Department of Design & Creative Media, ATU Donegal
Often we get so caught up in our day-to-day teaching activities that we can forget to step back and look at the bigger picture to assess the positives, challenges and improvements we can make to our teaching practice. The Fellowship application process provides an excellent framework to do just that, and sparked necessary and motivating conversations with colleagues, students and graduates. And while the process is challenging, there is a strong support structure in place throughout.
Dr Mark McCarthy SFHEA, Senior Lecturer & Programme Chair in Heritage, ATU Galway City
I was awarded a Senior Fellowship in 2023, in recognition of attainment against all dimensions of Advance HE’s Professional Standards Framework (PSF) for teaching and learning support in higher education. The application process for this globally-recognised indicator of professional collegiality is both intellectually challenging and stimulating. It requires you to submit a context statement, a comprehensive reflective account, and two indepth case studies to show effectiveness in teaching and learning. To be awarded SFHEA, you also need to demonstrate influence and impact on colleagues’ higher education practice. Whilst the 6,800 word application involves meticulous preparation and continual self-reflection, it is well worth the effort. You also need to gather two supporting statements from colleagues. To help you along the way, excellent guidance is available from the Teaching & Learning Centre’s support programme and mentorship scheme. If you are interested in consolidating your career development in Atlantic Technological University, then this is a CPD opportunity not to be missed!
Dr Margaret McLoone SFHEA, Programme Chair and Lecturer in Health Promotion, Faculty of Science, ATU Sligo
The ‘fellowship road’ allowed me to extensively reflect on my teaching and learning, and probably most notably, my personal influence both within our university and externally on other people’s practice and learning. To me, Senior Fellowship is about appreciating the influence we as individuals can have on the people we encounter in our professional lives daily. Writing my application was challenging, but as I enter my 25th year of lecturing, I am particularly proud of my achievement as it was awarded to me under the newly updated Professional Standards Framework. Anyone embarking on the Fellowship journey can be guaranteed of the excellent support of our teaching and learning centre and academic writing centre, and I would encourage all my colleagues to consider applying for Advance HE Fellowship awards.
Dr
Akinlolu Akande SFHEA, Lecturer in Mathematics and Information Technology, Faculty of Science, ATU Sligo
The value of undertaking the senior fellowship application of the Advanced HE is huge. No doubt, it was a very demanding process but it provided me with a unique opportunity to deeply reflect on my professional journey as a lecturer and impacts I have made both on students and colleagues.
The support structure provided by Niamh and John throughout the fellowship application process was exemplary. I benefitted immensely from my dedicated mentors, John and Geraldine, who offered valuable guidance based on their own personal experience. I always felt supported with every round of corrections and comments I received each time the mentors went through application write up. Despite the huge task involved, their commitments particularly in terms of prompt feedback made the process enjoyable.
What I enjoyed most about the fellowship? The opportunity it provided to recall in detail what I have been involved in for the past years and the tangible impacts I have made in HE. I loved reporting on the case studies as they reinforced my shared commitment to influencing students’ learning and teaching in HE.
Undoubtedly, undertaking the fellowship requires a significant commitment of time and effort. However, the robust support available can make the journey a little easier. The level of commitment necessary is a reflection of the value of the fellowship. Personally, I felt I have invested in my own professional and personal growth as a result of making the application. I am delighted that it was successful.
To those considering applying for this fellowship, I wholeheartedly encourage you to go for it. It gives the opportunity to “mine the treasures” in your professional journey so far. The commitment you put into the fellowship application will eventually be enriching. Who knows, you might even discover new insights from previous projects/ experiences/activities?
Helen Cregg FHEA, Lecturer in Medical Science, ATU Galway City
I was recently awarded a Fellowship of the Higher Education Academy. The application process was supported by ATU and provided a structured platform to recognise the value in areas that enhanced my practice and contributed positively to my learners’ experience. It offered a unique opportunity to benchmark my teaching practices against a standard. I found the whole experience invaluable. As an educator committed to continuous professional development and enhancing the quality of my teaching, this Fellowship has been an invaluable experience.
The collaborative nature of the Fellowship added to the process. Engaging with a diverse group of peers from various disciplines allowed for the exchange of ideas. ATU played a pivotal role in facilitating the application process by offering comprehensive support from the very beginning. They conducted an informative session and shared valuable resources, supplemented by the experiences of previous applicants, which provided a crucial glimpse into the Fellowship journey. This initial support laid a solid foundation for my successful application. One thing previous applicants highlighted was gathering information on the evidence to support their application. Having completed teaching and learning modules and been creative in my teaching practice over the years, I felt that I had the evidence to support my application.
One of the key aspects that stood out for me during the Fellowship application process was the comprehensive and reflective approach to teaching and learning. ATU offered support in the provision of a mentor and help from the Teaching & Learning centre to support me in my reflective writing for my application. Receiving constructive feedback on draft applications was particularly beneficial. It provided valuable insights into the expectations of the Fellowship application and guided me in refining my application to meet the necessary criteria within the word count limitations. The application process allowed me an opportunity to see value in areas that had enhanced my practice and why they had added value for me and my learners. I enjoyed reflecting on what I had accomplished since I started lecturing.
In conclusion, the Advance HE Fellowship journey has been a transformative experience that has greatly contributed to my growth as an educator. The reflective practices, collaborative opportunities, and continuous professional development have not only enhanced the quality of my teaching but have also inspired a lifelong commitment to excellence in higher education. I recommend this program to any educator seeking to elevate their teaching practices and to benchmark their practices against a standard.