ATU ENGAGE Advance HE Fellowship Support Programme Mentoring
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. ENGAGE provides the opportunity for all staff with a teaching and / or learning support role 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)
Mentoring of applicants by Fellowship holders is a key part of the support offered by ENGAGE.
Professional Standards Framework 2023 (PSF)
All mentoring will be conducted in the context of the PSF 2023, which provides a comprehensive set of professional standards and guidelines teaching and supporting learning in HE. ENGAGE draws on the PSF to improve quality and impact. The mandatory induction to mentoring will be supplemented by annual ENGAGE training so that mentors remain up-to-date in knowledge and understanding of how Advance HE interprets the Dimensions and Descriptors of the Framework. This training is overseen by the ENGAGE Oversight Committee.
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 ENGAGErelevant Descriptors. 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.
• 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.
The three Fellowship categories offered by ENGAGE are Associate Fellowship, Fellowship and Senior Fellowship. ENGAGE training and guides to interpreting the Dimensions and Descriptors of the PSF at each of Associate, Fellow and Senior Fellow categories will support mentoring.
Mentoring
1. An individual mentor is appointed to each ENGAGE participant. Mentors are required to undertake introductory training and annual upskilling. Mentors will be available to applicants for one initial 30-minute meeting early in the application cycle. This meeting can be on a 1:1 or group basis if the mentor has more than one mentee. Subsequently, applicants will submit a full draft application to the mentor. Mentors will provide written feedback and be available on request to discuss this feedback in a 30-minute meeting. All meetings can take place online, to ensure parity of access across campuses (mentors and mentees might not be based on the same campus).
2. The role of the mentor is to share their experience of the Fellowship application process with the applicant and to feedback on the draft application in the context of the PSF and the relevant Fellowship Category descriptor. The mentor is not expected to proofread or edit the draft application. 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.
Please note that Dr John O’Callaghan SFHEA, ATU ENGAGE Lead, is available to support mentors and mentees throughout the process.
The ENGAGE mentoring programme is a key part of ATU’s investment in the abilities of its Teaching and Learning personnel, promoting professional dialogue within our community of Fellows and beyond, in order to inform, develop and enhance practice.
Route To Fellowship
ENGAGE is designed to be accessible, flexible and inclusive in recognising experience and expertise in effective higher education practice. It supports applicants in reflecting on their 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 their case for recognition. Applicants make a claim in writing, using the appropriate template for the category of Fellowship sought: Associate Fellow (AFHEA), Fellow (FHEA) or Senior Fellow (SFHEA). Mentors are crucial to maintaining the integrity and quality of the documentary route to Fellowship offered by ENGAGE.
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
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
Category
D1 Associate Fellowship
D2 Fellowship
D3 Senior Fellowship
Context Statements
Word limits
1400-word limit for the reflective narrative plus citations (200 words); overall maximum 1600 words
(plus Context Statement 300 words)
3000-word limit for the reflective narrative plus citations (500 words); overall maximum 3500 words
(plus Context Statement 300 words)
6000-word limit for reflective narrative and two Case Studies plus citations (500 words); overall maximum 6500 words
(plus Context Statement 300 words)
Context statements are intended to provide factual information necessary for assessors to understand the nature, scope and impact of the applicant’s practice in higher education and are not ‘reviewed’ against the PSF. Applicants should briefly outline the context of their work in teaching and/or supporting learning, focussing on roles and responsibilities, and any other contextual aspects which affect the practice discussed in the application. Campus / faculty / department should be identified if appropriate.
Applicants should identify the learners/colleagues that they work with, for example, level of study/professional practice (e.g. year of study, undergraduate, postgraduate, HE work-based/industry/service learning, etc.), programme(s)/unit(s) of study, expert/specialist area, number and types of learners, etc. For Senior Fellowship, the applicant’s work with learners will be more indirect; their impact on high quality student learning will be via influence and leading the enhancement of colleagues’ practice; they will work more closely with colleagues / teams / departments / Faculty / external organisations/ professional bodies/services, etc.
The Context Statement should not be used to provide supplementary information that would add extra evidence of effective and inclusive practice; i.e. not be used to extend the word limit for the application.
Guiding Compilation And Presentation Of Evidence
Examples will be drawn from recent practice (Associate Fellow/Fellow usually within the last 3 years, Senior Fellow usually within the last 3-5 years). If an applicant reflects on historic professional practice beyond this timeframe, they should explain how this has ongoing impact on current practice. Applicants taking a career break for a variety of reasons (e.g. maternity cover, illness, etc.) or working in a variety of contexts such as fixed-term/parttime contracts/tenures, should not be disadvantaged; please use your professional judgement in determining the appropriateness of the currency of practice and seek advice from ENGAGE if unsure.
Application templates for each Fellowship category will provide a structure for applicants to demonstrate the developmental and experiential activities that they have undertaken, and how these support the 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. The bespoke ENGAGE guides to interpreting the Dimensions and Descriptors of the PSF, as well as the nature and types of evidence that are appropriate, will support mentoring.
