Associate fellowship preparation and submission guidance

MAP:HE My Accredited Pathway: Higher Education Associate Fellow guidance & application form

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Preparing for Submission of Portfolio for Associate Fellowship Congratulations on deciding to prepare a claim for an Associate Fellowship (D1) of the HEA. This category has been specially designed for people wishing to gain recognition for their work supporting successful student outcomes, but who might not yet be undertaking the full spectrum of teaching and student engagement activities. You might be a sessional lecturer or a member of professional services staff and while you need to understand students and how they learn your subject, you may not be primarily engaged in teaching.

Now that you have decided to prepare a submission it is really important to familiarise yourself with the requirements of Descriptor 1 (D1) of the United Kingdom Professional Standards Framework (UK PSF) because you will need to provide evidence of your work which meets these descriptors. Your first task will be to decide which two primary areas of Activity (from A1-A5) you wish to focus on in your claim. You can get help from your mentor to select the most appropriate ones.

Once you are clear about the two Activities you are going to focus on you can start the MAP:HE Portfolio process:

MAP OUT

Your Support

A Strong Claim

The Benefits

Your Evidence

Your Plan

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MAP:Your Support Plan in advance

Make use of mentor & available workshops

Access MAP Resources to support your claim

Be proactive and plan in advance If you have not already done so, you should inform your line manager or your appraiser of your intention to submit a claim for Associate Fellowship to ensure you are engaging in the right kind of activities and set of responsibilities to support your claim. They may be able to give you some additional opportunities to increase your experience and evidence. This will help you to develop an appropriate CPD record to support your career aspirations and pathway.

Make use of your mentor and available workshops You will be allocated a mentor either in a group or individually. They will help you to prepare your claim by giving advice and signposting you to opportunities such as writing workshops to help familiarise you to the expected content and style of submission. You will decide deadlines with them for both formative and summative assessment of your claim (although your mentor will not be involved in the summative assessment).

Access MAP:HE resources to support your claim You will be enrolled on to the MAP:HE Blackboard where you can find the templates you need for you and your referees. There are also many resources and links to useful websites to support your claim and also generally to learn more about learning and teaching and student engagement. New materials will be added regularly. The Blackboard site also hosts the Turnitin submission point where you will post your final submission for assessment.

Please also visit the Staff Development site and take a look at their workshops and courses as many of them are relevant to your claim.

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MAP:The benefits As part of developing your academic identity and reflecting on your future career or professional aspirations, take some time to consider the benefits of having a fellowship. This can help to motivate you to get started and put together your portfolio. Preparing a claim is an opportunity to reflect on your practice and get in touch with what you value and aspire to do within your work.

Undergoing this process is not only of benefit to you, but also to your colleagues and students. Of course, there is also a benefit to the institution and the continued success of your department.

To Me

To my disciplinary or subject pedagogy

Benefits of Fellowship

To my students

To my colleagues

To my institution

If you are interested in what other people think are the benefits of fellowship, there are some case studies available on the Learning and Teaching Enhancement website (insert link to talking heads).

The HEA also has some case studies which can be accessed by clicking on the following links: Fellow: Dr Shelly Kemp Fellow: Prof Trudy Kerr

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MAP:Your Plan Your claim is more likely to be successful if you take the time to plan out how you are going to achieve it and ensure that you have support in place.

In collaboration with your mentor, agree a timetable and deadlines for formative and summative assessment. These can be reviewed, but it is helpful to make a commitment and work towards achieving your fellowship by a certain time. It is important to spend time ensuring that you understand how to meet the dimensions and descriptors for the UK PSF for the appropriate category to your claim – this can avoid carrying out a lot of unnecessary work at the writing stage.

Make sure you identify any potential gaps in a dimension or descriptor. For example, to meet the Values you might need to gain more insight into how to create an inclusive learning environment or learn more about the context of higher education so you can reflect on how your role is affected by it. Even if your chosen Areas of Activity are not directly about teaching, you still have to show some Core Knowledge about how students learn, and this will need to be specifically in relation to higher education students.

When do I want to submit?

Make sure I know what's required create a timeline Fill any gaps set deadlines Familiarise with UK PSF get support in place

dimensions and descriptors required for D1.

Familiarise with requirements of form of claim Update CV Confirm reference(s)

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Identify any further development needs Attend staff and/or professional development sessions

MAP:Your Evidence Once you have familiarised yourself with the UK PSF you can begin to map your evidence.

Descriptor 1 of the UK PSF Associate Fellowship relates to Descriptor 1 (D1) of the UK PSF: Demonstrates an understanding of specific aspects of effective teaching, learning support methods and student learning. Individuals should be able to provide evidence of: I. Successful engagement with at least two of the five Areas of Activity II. Successful engagement in appropriate teaching and practices related to these Areas of Activity III. Appropriate Core Knowledge and understanding of at least K1 and K2 IV. A commitment to appropriate Professional Values in facilitating others’ learning V. Relevant professional practices, subject and pedagogic research and/or scholarship within the above activities VI. Successful engagement, where appropriate, in professional development activity related to teaching, learning and assessment responsibilities When you were discussing which fellowship was appropriate to you with your FDLT, they would have identified that rather than engage in the full spectrum of activities that might define academic or academic related practice, you have a specific role in teaching and supporting HE learning. D1 is designed to be flexible and reflect the variety of different combinations of activities that HE teaching and learning may include. For your claim you only need to provide evidence for TWO Areas of Activity and these might not be a ‘formal’ teaching activity but may be a more informal, facilitative role. Make sure you choose areas that are relevant to your work and career aspirations.

You should also demonstrate Core Knowledge relevant to the two Areas of Activity and must include at least evidence that you have expertise in your own subject or professional discipline (K1) and that you have understanding of how students learn within your own subject or professional discipline (K2), for example, through field trips, experimentation, reviewing literature, writing essays or critiquing peer artworks. You can demonstrate this through providing a relevant rationale as to why particular approaches have been used. Finally, you must also ensure that the four Professional Values are evident in your work. A brief case study or incident may be useful to use to illustrate V1 or V2, for example, while you can include relevant research/theory that underpins your practice as evidence for V3.

An important thing to remember when you are preparing your claim, is that you need to provide evidence to back up and illustrate your claim. You should be able to show what worked, why it worked and how you will use this knowledge in the future. This is part of being a reflective practitioner.

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Lesson plans or session outlines Commentary on literature about your subject and higher education and how it has affected your practice

Examples of student engagement activities Rationale for choices for the above

Research and dissemination through publication or conference

Testimonials

Examples of Types of Evidence

Formal evaluations such as appraisal

Evaluations by students and/or colleagues

Observations of others' teaching or learning support activities

Small case studies which illustrate aspects of the descriptors

Participating in Learning and Teaching workshops or Staff Development activities

Recognition and awards related to learning and teaching either institutional or external

MAP:A Strong Claim While each category of fellowship requires a specific focus (see individual guidance documents for detailed advice) there are some characteristics of strong claims which are worth noting: Synergy: research/scholarly activity and professional activities ( commitment to active, ongoing and relevant CPD) Clarity of focus Ample evidence and up to the word count The inclusion of references and a bibliography

Genuine alignment to the UKPSF ( marked up in brackets at the end of each paragraoh or section e.g ( A2,K5,V3) and currency of engagement in areas of activity

Enthusiasm for learning and teaching and/or student engagement

Evaluative and Critical reflection around:

Good quality breadth and range of examples and case studies to illustrate and evidence your activity including: student testimonials, module/programme evaluation, external examiner comments, peer observation comments, NUS/USS scores, where appropriate

Creativity in approaches to your work

Informed understanding of pedagogic approach either through subject specialist lens, student feedback or other forms of evaluatory data and theory of learning and teaching

Awareness of student position,needs and difficulties

What you do Your rationale The impact of your actions in the context of learning and teaching- ( referal to first person)

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Claim being appropriate for the category of recognition and which explicitly demonstrates your strengths and philosophy/professional values

Similarly, it is possible to identify some of the common characteristics of claims which are referred for further development and improvement:

Not meeting all the areas of Activity on the UKPSF Insufficient CPD and Scholarship

Lack of strong rationale, reflection and evaluation

An overly descriptive writing style

Lack of reference to students

Lack of evidence of commitment to professional values

Too many examples which thin out depth Examples which are not current ( 3 years)

Form of Claim For an Associate Fellowship you should use the template at the end of this handbook. You can also download the template from the MAP:HE Blackboard. The claim should be around 1500 words long and there are suggested word counts for each section on the template. You will provide a reflective outline of your role and context, which helps the Assessor to understand your specific area of work.

Please do not assume that they will be familiar with your role.

The bulk of the submission will be made up of two reflective commentaries on the Activity Dimension you have chosen to focus on. Although the template asks you to focus on the Activities, you are expected to do so in a way which also brings out your engagement with Core Knowledge and Values. You don’t have to evidence all the Core Knowledge, but you must at least demonstrate K1 (knowledge of your own subject material) and K2 (appropriate ways to teach in your subject).

‘Subject’ here is a loose term and does not need to be an academic subject. For example, you may teach a specific set of skills which are important to a professional subject, or you might work in a professional service, such as Career Development, and run workshops to improve employability. In both cases, you are an expert in your field or ‘subject’.

You will have to provide evidence for ALL the Values. When you are preparing your claim, you should therefore plan your commentaries to ensure you can describe how you work with diverse groups of students, or make your materials more accessible. You should provide some references to relevant literature or policy and provide an insight into how your work fits in with the contemporary higher education context. Your mentor should be able to help you with this.

If you require an alternative format for submission other than written, this can be arranged with the MAP:HE Portfolio director who will agree the format with you to ensure that you are able to meet all your required elements successfully.

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To support your claim you will need two references, one of which is usually from your line manager.

The other can be from a colleague, but they should have at least Fellowship. This is because they will also understand the requirements of the UK PSF and the relevant Dimensions. Finally, you will need to provide an active CV. The following table gives an indication of the contents and expected length of each Category:

Category of Fellowship

Word count

Form of claim

Verification Process

Associate

1500

 



 

Introduction to role and context 2 x reflective commentaries on chosen Activity dimensions Reference from line manager and colleague with FHEA or SFHEA CV

 

Assessed and confirmed by two trained verifiers with Fellow or Senior Fellowship Confirmed at Framework Review Board Sample reviewed by External Verifier

What happens when I am ready to submit my claim?

When you complete your claim and are ready to enter the assessment and verification process, you will go through the following stages:

Formative assessment Mentor

Framework Review Board

Summative Assessment

Final Decision (mentor declares interest if present

Verifiers (mentor ineligible)

Verfication board Annual review with External Reviewer

Submit for formative feedback  Prepare draft claim  Receive written developmental feedback from your mentor Submit for Assessment and Verification  Submit final claim for assessment  Claim is assessed and if successful is verified at the Framework Review Board.  Receive notification of success or referral  Receive written feedback for successful and referred claims  If referred, use development feedback and support to improve claim and resubmit

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How is my claim assessed?

All claims are assessed by trained verifiers who will have an HEA Fellowship at a higher level than the one you are seeking. No claim will be assessed by a verifier who has supported or mentored you.

Given the size and culture of our community it may be difficult to ensure your claim is assessed by someone who doesn’t know you but all assessors are trained and will be using the rubric in your fellowship preparation document. As you are submitting for Associate, two trained assessors will consider your claim. Moderation by the Framework Director and the External Reviewer, who is an HEA accreditor, will take place regularly to ensure consistency between assessors.

Sometimes assessors do disagree or find it hard to come to a consensus for a variety of reasons.

They may interpret criteria slightly differently or may not recognise your evidence if they are from a different subject. In this happens to you, your claim will be reviewed by a senior member of the MAP:HE Portfolio team. In all cases the aim is to be as fair as possible while still ensuring the overall quality of the verification process.

There will be a Verification Board once a year where the whole programme will be reviewed with the External Reviewer who will produce a report on the soundness of the verification process, the quality of the decisions and feedback and the quality of the claims as well as any development feedback for the team.

Framework Review Board The Framework Review Board will meet monthly to review both taught and portfolio routes and ensure that all the systems and processes are working as intended. It will provide a place for collaborative review of provision including identifying any need for staff training and development.

Invitees will include all staff involved in the provision of the taught and portfolio routes as well as representation from students and claimants. The members of the Framework Review Board are:  MAP:HE Framework Director (Chair)  Faculty Directors of Learning and Teaching  Verifiers of claims being submitted

The Verification Board The Verification Board will meet once a year and will typically consist of the following people: • PVC Education and Student Experience (Chair) • HEA External Verifier • Director of Learning and Teaching • MAP:HE Framework Director • Faculty Directors of Learning and Teaching • Framework Administrator When do I submit?

A timetable of submission points will be provided at the beginning of each academic year. Typically the submission point will fall in the second week of the month and reviewed at the next month’s Framework Review Board which is held in the first week of the month. This is broadly in line with the university’s three week turnaround policy for marking.

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When will I find out if I’ve been successful?

You should receive an email with the outcome of your claim in the week after the Framework Review Board meets. In the email you will also receive the summative feedback from the reviewers.

If you are successful, you will receive a letter of congratulation from the Pro-Vice Chancellor Education and Student Experience, a copy of which is sent to your Head of School or department.

What happens if my claim is referred?

It is sometimes the case that following summative assessment, a claim might be referred back to you for improvement. There are a variety of reasons why this might happen but it is usually for one of the reasons indicated above (MAP: A strong claim). At formative assessment stage your verifier will give you feedback on how the claim should be improved. However, following the formative feedback cannot guarantee that your claim will be successful at summative submission.

If your submission is referred either at formative or summative stages, a timescale for resubmission will be agreed with you. As the Framework Review Board meets monthly, this will give you ample opportunity in the year to resubmit without having to wait a long time. You may have two attempts at resubmission in one year. This is in line with the academic practice at CCCU. However, you may start the process for the same category of fellowship in a subsequent year. If you work closely with your mentor and take account of the formative feedback, this should be very unlikely.

The following table gives you an idea of how long it takes for your claim to be assessed and verified.

It also shows an indication of how resubmission would work.

Month February March April May

Formative Week 2

Summative

Framework Review Board

Week 2 Week 1 Resubmission Week 2

June

Week 1

Can I appeal against a fellowship decision?

As the MAP:HE Portfolio is not a validated academic programme and is, in effect, a programme for the verification of professional practice, you are not eligible to appeal through the student appeals process. Every effort has been made to ensure verification is carried out fairly and accurately by trained verifiers and externally assured through consideration of a sample of claims. If your claim was already seen by the External Assessor through the moderation process and the decision agreed, that decision will stand.

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However, if you are not satisfied with the summative decision which is made or if you are dissatisfied with the level or quality or support you are or have received to prepare you claim, you may request a formal meeting with the framework director to discuss your concerns. In all cases, a mutually agreeable solution will be found to ensure that you are not prevented from attaining your fellowship if you are able to provide adequate evidence in the required format. Concerns related to quality assurance will be discussed at the next available Framework Review Board and if necessary, additional training or resources may be put in place.

If you were dissatisfied with a decision made at a Framework Review Board and you do not feel this was dealt with in a satisfactory manner, you may request that it is reviewed by the External Assessor at the Verification Board or next Framework Review Board, whichever is sooner.

All concerns raised by participants will be reported to the Verification Board and reviewed to ensure they were dealt with fairly and adjustments made if necessary.

Register with the HEA  Following verification your status will be uploaded to the HEA as part of the CCCU Institutional record1.  You will now join the university’s network of Fellows

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If you are a member of one of CCCU’s partner institutions you will have to pay a fee to the HEA for recognition if your institution does not have an institutional subscription.

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Associate Fellowship Claim Associate Fellowship is based on meeting Descriptor 1 (D1) of the UKPSF. You should provide a reflective commentary structured across two of the Areas of Activity. Through this you should also demonstrate engagement with at least K1 & K2 and V1-4.

Introduction to role and context of work (100 words)

Area of Activity [ ] (700 words)

Area of Activity [ ] (700 words)

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Assessment Criteria – Associate Fellowship D1 Criteria

Met

Demonstrates understanding of specific aspects of the Dimensions of the UK PSF  Areas of Activity (specific which selected) 

K1-K2 minimum



V1-V4

Consideration of Dimensions is equally balanced Clear focus on effectiveness in specific aspects of teaching and learning support.

Underpinned by scholarship and research in HE learning and teaching relevant to subject pedagogy or specialist service Demonstrates critical reflection on professional practice, own identity, strengths and areas for development Evidence is compelling and evidence of effectiveness is clearly presented Reference statements authenticate and confirm claim

Not met

Suggestions for improvement Please write these TO the participant, using ‘you’ and phrased as developmental feedback.

UK PSF Self-Assessment Tool – Associate Fellowship You will find this self-assessment helpful in recording your activities and evidence against the UKPSF dimensions of practice at D1. We advise that you maintain this self-assessment as a living document, updating it regularly to record your evidence and development. We suggest also that you record activities and evidence gained through any development activities you undertake.

My Areas of Activity You must demonstrate understanding of two of the Areas of Activity (highlight which two you are going to focus on) A1

Design and plan learning activities and/or programmes of study

A2

Teach and/or support learning

A3

Assess and give feedback to learners

A4

Develop effective learning environments and approaches to student support and guidance

A5

Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practice

What evidence could I currently provide in support of this area of activity?

How might I go about developing further evidence in support of this area of activity?

What professional development might I need in support of this area of activity?

What evidence do I have of the effectiveness in my chosen Areas of Activity

My Core Knowledge You must demonstrate understanding of at least K1 and K2 – please highlight any others you want to provide evidence for.

K1

The subject material

K2

Appropriate methods for teaching and learning in the subject area and at the level of the academic programme How students learn, both generally and within their subject/ disciplinary area(s)

K3

K4

The use and value of appropriate learning technologies

K5

Methods for evaluating the effectiveness of teaching

K6

The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching

What evidence could I currently provide in support of this area of activity?

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How might I go about developing further evidence in support of this area of activity?

What professional development might I need in support of this area of activity?

What scholarship and research relative to my subject or specialism could I draw on to strengthen my claim?

My Professional Values You must demonstrate understanding of all of the Professional Values.

V1

Respect individual learners and diverse learning communities

V2

Promote participation in higher education and equality of opportunity for learners Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development Acknowledge the wider context in which higher education operates recognising the implications for professional practice

V3

V4

What evidence could I currently provide in support of this area of activity?

How might I go about developing further evidence in support of this area of activity?

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What professional development might I need in support of this area of activity?

What evidence do I have for promoting inclusion and participation?