Higher education academy fellowship application biography

The PSF is an inclusive Framework that recognises the critical role of the context in which practice takes place and is more accessible to all professionals with a role in teaching and supporting learning. Our Fellowship Category Tool has been designed to help you understand which category of Fellowship most closely reflects your current practice and to reflect on your ongoing professional development and career aspirations.

Higher education academy fellowship application biography: Applications for Associate Fellowship: please

After you have answered a series of choice questions, which will take around minutes, you will be shown your results and a PDF report summarising your responses will be sent to you. Fellowships are awarded on the basis of a successful and effective demonstration of one of the four PSF Descriptors. There are two different routes to becoming a Fellow:.

We have a number of services available to support you if you are thinking of applying for one of our categories of Fellowship, from our Fellowship Application Builder online course designed for Descriptor 2 of the PSF to Senior and Principal Fellow Writing Retreats designed to help you create an application that fully reflects your practice.

Application fees vary depending on the route you take to Fellowship, with individuals from subscribing institutions benefiting from discounted fees. Following consultation in the UK and Australasian HE sectors ineligibility for Fellowship has been extended to include specific groups of higher education HE practitioners working in the UK and Australasia.

Please refer to the Advance HE update on widening eligibility for further details. Accreditation is the means through which institutions can have their commitment to teaching and learning recognised by aligning the development they provide for their staff against the Professional Standard for Teaching and Supporting Learning in HE PSF In almost every instance, courses were set up to provide multiple instances of summative assessment throughout the year, but this was always feedback tied to high stakes it contributed to the final mark and did not provide the chance for the students to freely discuss their learning journey without pressure.

For this reason, starting from the first module I taught, I always based my lesson plan to include time for formative assessments. Formative assessment, in combination with summative checkpoints, is essential for the benefit of the students and to understand at each and every step of the way if the content being taught is being assimilated properly Irons, Formative assessment takes a different form for every module I teach and adapts to the needs of the class.

For Computer Programming CMP hereafter the formative assessment consisted in weekly homework tasks that were then solved in class the following week, prompting the class to intervene and show the progress they made at home as a group. In DIG, considering the age, level and number of students, formative assessment took the form of a one-to-one chat where students were able to discuss the idea that they would have liked to develop for the module throughout the semester with me.

Higher education academy fellowship application biography: Fellowship Application Builder - a

Finally, in CMP with the introduction of Sli. The more the module went on, the less need there was for this game to be included and the time was slowly shifted to one-to-many sessions where workgroups could discuss their ideas, doubts and struggles with me or my colleagues. Throughout the year I have also taken part in multiple marking exercises with colleagues of mine to make sure our marking criteria were aligned in light of the upcoming final year project marking.

These marking exercises have provided excellent feedback and helped me understand how my marks stacked against the ones of my colleagues, making me adjust my criteria and reflect on my marking practice. Whilst marking exercises can seem to be time-consuming considering the amount of time already spent marking, they have actually sped up my marking process made me more confident in my decisions.

I decided to bring the past year of teaching as an example of developing effective learning environment and novel approaches to student support and guidance. The surge of the COVID pandemic put a lot of pressure on academia as a whole to rethink and develop effective learning environments that are suitable under the current circumstances. The pandemic also made academia envision a future where remote learning would become an integral part of the curricula.

I decided to play a key role in my faculty not only in developing effective learning environments for these exceptional circumstances, but also in becoming an advocate for this paradigm shift and help colleagues and the wider staff cohort transition to an online learning experience. The first and most practical aspect to develop this novel environment was not only a shift in tools, but also an adaptation of the content to be delivered via these novel means.

The first thing I helped define together with a few colleagues of mine was a framework for pre-recorded lectures and live online classes. This distinction was essential to provide students with the flexibility to consume content at their own pace and provide them with the ability to take regular breaks, essential to avoid encountering stress issues discussed in a later paragraph.

Pre-recorded lectures were set-up to be provided on a regular schedule, were produced using high quality gear provided by the university, and I strived to keep consistency in the materials within my faculty providing templates for the slides and video editing software. Even though new tools were put in place to engage with this new way of teaching and learning, it was clear that the delivery mode also had to change.

One of the most necessary changes was that of pre-recorded lectures. Lectures that in-class could go on for one hour uninterrupted were restructured, and I suggested my colleagues to do the same. Lectures were split up in multiple smaller chunks, no longer than 20 minutes, and due to the inability to interact with the class, the content was condensed to the essentials allowing students to pursue the in-depth exploration of the area independently.

This allowed classes to be slimmer and easier to digest whilst still allowing for the content to be delivered and the progression to be formatively assessed in the live tutorial sessions. The final aspect of this effective environment was the understanding that the exceptional circumstances that we had to deal with as academics were affecting students even more.

I personally strived to provide more pastoral care than ever because I felt that many students were struggling through these trying times. Our Fellowship Category Tool has been designed to help you understand which category of Fellowship most closely reflects your current practice and to reflect on your ongoing professional development and career aspirations.

After you have answered a series of choice questions, which will take around minutes, you will be shown your results and a PDF report summarising your responses will be sent to you. The Professional Standards Framework for teaching and supporting learning in higher education PSF has global recognition for raising the profile of teaching and learning in higher education.

The PSF is an inclusive Framework that recognises the critical role of the context in which practice takes place and is more accessible to all professionals with a role in teaching and supporting learning. There are various application routes for Fellowship, they are made in writing and need to be supported by written higher educations academy fellowship application biography.

Find out more about the available application routes. Application fees vary depending on the route you take to Fellowship, with individuals from subscribing institutions benefiting from discounted fees. If you are thinking of applying for Fellowship, our Fellowship Application Builder online course is designed to help you create an application that fully reflects your practice.

National conferences and daily symposiums are excellent opportunities for me to present my work and meet colleagues with similar interests. For example, Dr. We received very useful feedback during this day-long event from colleagues in other UK institutions, which directly informed the design of the site and our approach K1 K2 K3. This talk on open educational resources was received very positively.

Higher education academy fellowship application biography: Use this section to

The event was a great opportunity for a mutual sharing of expertise on an international level. Attending conferences and professional meetings help me keep up-to-date with the latest developments and trends in the field and incorporate them into my work. This is particularly useful for teaching the PG CERT programme, especially in helping students achieve two of the learning outcomes: 1 explore the national and international context of Higher Education; 2 learn more about trends, research and theories of pedagogy.

Bovill, C. International Journal for Academic Development, 16 2 Herrington, J. A Guide to Authentic e-Learning. Routledge, New York. Hughes, G. Ipsative assessment: Motivation through marking progress. London UK: Palgrave Macmillan. Iiyoshi, T. Opening Up education: The collective advancement of education through open technology, open content, and open knowledge.

Cambridge, Mass: MIT. Irons, A. Routledge, Abingdon, UK. Jhangiani, R. Koseoglu, S. Feb, Notes on research and practice on open educational resources: Local context, local practice. Lowenthal, P. In search of a better understanding of social presence: an investigation into how researchers define social presence. Distance Education, 38 2 Wiley, D.