ATU ENGAGE General Guide for Applicants Handbook

Fellowship Support Programme Aligned to Advance HE’s Professional Standards Framework for Teaching and Supporting Learning in Higher Education (2023)

General Guide www.atu.ie/atu-sligo for Applicants

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.

PSF emphasises: • the effectiveness and impact of teaching and supporting learning.

• the context in which the teaching takes place.

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)

• 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.

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.

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.

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.

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Professional Values

Core Knowledge

In your context, show how you:

In your context, apply knowledge of:

1.

1.

respect individual learners and diverse groups of learners

2. promote engagement in learning and equity of opportunity for all to reach their potential

how learners learn, generally and within specific subjects

2. approaches to teaching and/or supporting learning, appropriate for subjects and level of study

3. use scholarship or research, or professional learning, or other evidence-informed approaches as a basis for effective practice

3. critical evaluation as a basis for effective practice

4. respond to the wider context in which higher education operates, recognising implications for 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

5. collaborate with others to enhance practice

Areas of Activity In your context, demonstrate that you: 1.

3. assess and give feedback for learning

design and plan learning activities and/or programmes

4. support and guide learners

2. teach and/or support learning through appropriate approaches and environments

5. enhance practice through own continuing professional development

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• Associate Fellowship Guide to the PSF Dimensions

Is ATU ENGAGE For You? Fellowship is for academics with teaching responsibilities or professional staff who support learning in a wide variety of different contexts. So, if you teach and/or support learning in the lab, the library, the lecture hall or elsewhere, Fellowship is for you.

• Fellowship Guide to the PSF Dimensions

Application for Advance HE Fellowship through participation in ATU ENGAGE is recommended for:

• Demonstrates commitment to learning, teaching and the student experience, through engagement in a practical process that supports reflection and professional development

• Senior Fellowship Guide to the PSF Dimensions

Individual Benefits of ATU ENGAGE and Advance HE Fellowship

• early-career staff or those whose teaching and learning support function forms only part of their role (Associate Fellowship)

• Consolidates personal development and evidences professional practice / influence / strategic impact in HE

• more experienced staff who can demonstrate effective and sustained teaching and support of highquality learning (Fellowship)

• Recognised and valued internationally • Reputational benefits individually and institutionally

• educators who influence the teaching and learning practice of colleagues (Senior Fellowship)

• Fellowship community = global network • Fellowship ‘significantly improved the teaching selfefficacy of academics’

[The opportunity to apply for Senior Fellowship has been particularly valued by those who have progressed through accredited Teaching and Learning programmes and have further developed their practice profile so that they can now demonstrate the impact their sustained track-record of leadership has had more widely]

Successful applicants are entitled to identify expertise with post-nominal letters – AFHEA / FHEA / SFHEA

Eligibility As ATU’s community of practice based on Fellowship expands and strengthens, ENGAGE broadly welcomes applications from staff who have a role in teaching and / or supporting the learning of students on Level 6-10 courses as per the National Framework of Qualifications.

All the experience and evidence cited in a claim for Fellowship must relate to Higher Education provision.

Which Fellowship Suits You? If you are interested in a Fellowship, Advance HE’s Fellowship Category Tool will help you to decide which category to pursue.

The PSF Descriptors are linked to the various categories of Fellowship that can be achieved by staff working in different roles in higher education. Clear guidance is provided by Advance HE on how to interpret the dimensions related to each of the Descriptors:

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Our Context: ATU ATU Values

4. Trust

“Respect, Collaboration, Inclusion, Trust, Ambition, and Innovation”

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.

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.

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 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.

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.

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.

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).

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.

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).

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• 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.

• The opportunity to fulfil the transformational potential of the Fellowship process for students, as well as for individual staff and the institution.

• ENGAGE facilitates educators to effectively support ATU students through a collaborative, learner-centred, inclusive model of practice.

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 Programme Team

• 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.

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.

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.

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:

Institutional Benefits Advance HE accreditation of ENGAGE establishes multiple conditions beneficial to ATU:

• Chair: Registrar and Vice President for Students, Teaching & Learning

• The opportunity to create a bespoke process aligned with ATU’s strategic priorities and to showcase the value ATU places on learning and teaching.

• Manager, Responsibility for ENGAGE: Dr Niamh Plunkett, Head of Teaching & Learning (Leadership in Teaching Excellence & Staff Development).

• The opportunity to best support ATU educators in developing their learning and teaching practices.

• ENGAGE Programme Lead: Dr John O’Callaghan oversees the programme, ensuring alignment with institutional goals.

• 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.

• 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.

• 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.

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• Human Resources (professional development): To ensure the alignment of the fellowship programme with career development pathways and professional development initiatives.

External Assessor The External Assessor provides oversight, quality assurance and quality enhancement for ENGAGE. While the External Assessor is automatically involved in all judgements at D3 Senior Fellowship category, he/she moderates a sample of all submissions. As per wider ATU sampling policy, a minimum of 1 in 4 applications for D1 Associate Fellowship and D2 Fellowship will be reviewed by the External Assessor (2 in 7, 3 in 11 and so on). He/she will also see samples of awards, referrals, borderline cases and new assessor decisions. The External Assessor is highly experienced in making Fellowship decisions.

• Representatives from Advance HE Awardees: Associate, Fellow & Senior Fellow nominees: Experienced in the ENGAGE programme and Fellowship application process.

• Head of Department Nominee: • Student Engagement Representative: Student Union Vice President Education or nominee.

• Equality, Diversity, and Inclusion (EDI) Representative: To ensure the programme promotes diversity and inclusivity in professional development.

Route To Fellowship ENGAGE is designed to be accessible, flexible and inclusive in recognising your experience and expertise in effective higher education practice. It supports you in reflecting on your practice, engaging in professional development to enhance that practice and align it with the PSF and the appropriate Descriptor / Dimensions, compiling evidence of effectiveness and impact and, finally, arguing your case for recognition.

• Additional Members (as required): Representatives from relevant schools, departments, or professional units (e.g., finance, academic development) may be co-opted as needed.

And because ENGAGE comes under the remit of the Teaching and Learning Centre, a report on the programme is a standing item on the monthly meeting agenda of ATU’s Teaching and Learning Executive, members of which include the Vice President Students, Teaching and Learning, the heads of Teaching and Learning, and the head of Academic Integrity.

The documentary route to Fellowship offered by ENGAGE means making your claim in writing, using the appropriate template for the relevant category. Links to each of the relevant templates will be supplied during the documentary process. This documentary route can lead to recognition at Associate Fellow (AFHEA), Fellow (FHEA) and Senior Fellow (SFHEA) categories.

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Associate Fellow (AFHEA)

At a minimum, then, in terms of Areas of Activity, Professional Values and Core Knowledge –

To become an Associate Fellow, applicants are required to submit an application to ENGAGE that meets the requirements for Descriptor 1:

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)

Descriptor 1 is suitable for individuals whose practice enables them to evidence certain Dimensions of the PSF.

Core Knowledge In your context, apply knowledge of:

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.

• 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)

AFHEA Documentary Application FHEA Documentary Template:

Authentication of Practice

• Context statement (max 300 words)

• 1 Supporting Statement

• ‘Reflective account of practice’

Recency of Evidence

• 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)

• Focus on last 2-3 years

• References (max 200 words)

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Fellow (FHEA)

learning, or other evidence-informed approaches as a basis for effective practice

To become a Fellow, applicants are required to submit an application to ENGAGE that meets the requirements for Descriptor 2:

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:

Descriptor 2 is suitable for individuals whose practice with learners has breadth and depth, enabling them to evidence all Dimensions of the PSF.

1.

Professional Values (V1-V5) In your context, show how 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

Respect individual learners and diverse groups of learners

4. Support and guide learners 5. Enhance practice through own Continuing Professional Development.

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:

Authentication of Practice

• Context statement (max 300 words)

• 2 Supporting Statements

• ‘Reflective account of practice’

Recency of Evidence

• All PSF Dimensions; demonstrate alignment to D2 (max 3000 words)

• Focus on last 3 years

• References (max 500 words)

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3. Use scholarship, or research, or professional learning, or other evidence-informed approaches as a basis for effective practice

Senior Fellow (SFHEA) To become a Senior Fellow, applicants are required to submit an application to ENGAGE that meets the requirements for Descriptor 3:

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:

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.

1.

2. Teach and/or support learning through appropriate approaches and environments

To evidence all Dimensions, applicants must:

3. Assess and give feedback for learning

Professional Values (V1-V5) In your context, show how you: 1.

Design and plan learning activities and/ or programmes

4. Support and guide learners 5. Enhance practice through own Continuing Professional Development.

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:

• References (max 500 words)

• Context statement (max 300 words)

Authentication of Practice

• ‘Reflective account of practice’ (max 6000 words)

• 2 Supporting Statements

• Demonstrate sustained influence / impact (mapped to D3)

Recency of Evidence • Last 5 years

• 2 case studies demonstrating leadership / management achievements 10

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.

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.

I have read and understood the declaration Signature:

Date:

ENGAGE Support Process 1.

Consult General Guide for Applicants

2. Attend ATU ENGAGE Information Session

Supporting Statements

Dates and instructions on how to register are available here on the Teaching and Learning Centre’s ENGAGE SharePoint

Applications for Associate Fellowship, Fellowship and Senior Fellowship must include Supporting Statements.

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.

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.

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:

• AFHEA: One Supporting Statement

a. Describe your role in teaching and/or supporting learning in ATU: how do you contribute to delivery of effective practice? [250 words max.]

• FHEA: Two Supporting Statements • SFHEA: Two Supporting Statements

b. Outline your professional rationale for applying: how does Fellowship relate to your core professional values and practice? [250 words max.]

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:

c.

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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

be available on request to discuss this feedback in a 30-minute online meeting.

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.

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.

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.

Online Workshops Following the initial AFHEA / FHEA and SFHEA briefings, workshops will be dedicated to the following themes:

a. Compile evidence and draft application per template

• Identifying your evidence base and influences: professional development, supporting learning and impact (open to applicants for any category of Fellowship)

b. Engage with mentoring and feedback process, ongoing support sessions and support resources c.

Submit for assessment panel deadline (2 assessment panels per year)

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.

Supports Individual Mentoring

• Identifying your Learning and Teaching leadership style, influence and impact

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.

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.

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

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Application Portal

initial training and then undertake an annual cycle of professional development and regular standardisation activities with ENGAGE to ensure that their review of your application is based on up-to-date knowledge and understanding of the requirements of the PSF23 and Fellowship. They are competent and confident in assessing claims for recognition in multiple contexts relating to discipline and professional role.

There are 2 submission cycles and review panels per year. At each submission deadline, the ENGAGE team will collect completed applications from the submission portal (via MS Forms) and progress them through the assessment process.

Submission Template – Professional Integrity Statement

Assessors of applications for AFHEA will be Fellows, Senior Fellows or Principal Fellows.

Applicants are asked to confirm that they have written the case for recognition themselves and that the information provided accurately reflects their own practice. If the professional integrity of any application is in question, it will not be accepted.

Assessors of applications for FHEA will be Fellows, Senior Fellows or Principal Fellows.

Assessors of applications for SFHEA will be Senior Fellows or Principal Fellows.

On submitting their application template, applicants will be required to indicate that they have read and agreed to the following statement:

Anyone who has supported a case for recognition, such as a mentor or Supporting Statement author, cannot be involved in assessing that claim.

In submitting my case for Fellowship, I am confirming that my application accurately reflects my higher education professional practice and is my own work.

The applicant does not know the identity of the assessors.

The External Assessor is a highly experienced higher education professional who has demonstrated engagement with the PSF through institutional and external roles. The External will hold Principal Fellowship.

ENGAGE Assessment Process Assessors are ATU staff members and Fellows, Senior Fellows or Principal Fellows with a track record of sustained engagement and influence in high-quality teaching and learning. They undergo mandatory

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Chart 1

ENGAGE Assessment Process Flowchart Application reviewed by 2 / 3 assessors

Consensus judgement reached

Descriptor met

Descriptor not met

Fellowship awarded

Resubmission assessed as per original

Applicant has 4 weeks to resubmit

End of review process

1.

Assessing your case for recognition

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.

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.

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

For all Descriptor 3 SFHEA applications, the External will be one of the three independent assessors/reviewers making judgements.

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Award

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.

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

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.

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.

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

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.

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.

There are two possible outcomes following a second review of your application – Award or Unsuccessful.

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.

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.

Unsuccessful

Appeals / Complaints

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.

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.

Award

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.

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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!

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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?

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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.

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