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LEARNING & TEACHING
PRACTICE PROGRAM
FELLOW HANDBOOK
2020
An accredited pathway to recognition as a
HEA FELLOW.
Version 1.0
L&T Practice Program – FHEA Handbook 1
Welcome and Introduction
Welcome to the Griffith Higher Education Academy (HEA) Fellowship Scheme.
Griffith University and Learning Futures is committed to enhancing your professional learning and to
recognising staff for their achievements in learning and teaching. The University is also committed to
supporting staff in the development of their capabilities in learning and teaching, and to supporting this
development in alignment with the Griffith Learning and Teaching Capabilities Framework (GLTCF). One
of the ways in which this commitment is facilitated is by ensuring staff are supported in the development
and recognition of their practice. The HEA Fellowships@Griffith Scheme provides programs of staff
development and recognition accredited by Advance HE (an organisation formed to encompass the
Higher Education Academy, and to coordinate HEA fellowships). These programs lead to recognition as
HEA Associate Fellow, Fellow or Senior Fellow.
This handbook introduces you to the L&T Practice Program - a program accredited by Advance HE and
designed for Fellow (FHEA) and Senior Fellow (SFHEA) recognition. This handbook is specifically
designed to support those people applying for recognition in the category of HEA Fellow (FHEA), it
explains the relationship between the UK Professional Standards Framework (UKPSF) and HEA
Fellowship.
Your success in this program is outlined in this handbook.
Best wishes
HEA Fellowships@Griffith Team
Learning Futures
L&T Practice Program – FHEA Handbook 2
Contents
HEA Fellowships@Griffith Contacts .............................................................................................................. 3
The Griffith HEA Fellowship Scheme - Learning Futures ...................................................................... 3
HEA Fellowships in the Griffith Context ........................................................................................................ 4
What are the benefits of being a HEA Fellow? .......................................................................................... 4
Why be a Fellow of HEA at Griffith? .......................................................................................................... 4
The Professional Standards Framework (PSF) ............................................................................................. 5
What are the aims of the PSF? .................................................................................................................. 5
How is the PSF structured? ....................................................................................................................... 5
Fellow - L&T Practice Program ...................................................................................................................... 7
Program steps to FHEA ............................................................................................................................. 8
Step 1: Information session .................................................................................................................... 8
Step 2: Enrol in the introductory workshop - “Engaging with the Process” ............................................ 8
Step 3: The FHEA Application Process ................................................................................................. 9
Step 4: Submit your Application ........................................................................................................... 10
How will your application be assessed? .................................................................................................. 11
Operation of the assessment panel ..................................................................................................... 11
Assessor training and quality enhancement ........................................................................................ 12
Conflicts of interest ............................................................................................................................... 12
The appeals process ............................................................................................................................ 12
Stages of the assessment process – FHEA ......................................................................................... 13
Maintaining good standing ....................................................................................................................... 14
Fellowship of the Higher Education Academy Code of Practice ............................................................. 14
Appendices .................................................................................................................................................. 15
Appendix A – Dimensions of the UKPSF Professional Standards Framework ....................................... 15
Appendix B – The UKPSF: Descriptor 2 Fellow ...................................................................................... 16
Appendix C – Pre-writing planning matrix ................................................................................................ 17
Appendix D – Types of Evidence for Your Portfolio: D2 FHEA ............................................................... 18
Appendix E – Peer Mentor Role in the L&T Practice Program ................................................................ 21
Appendix F – Application Form - FHEA ................................................................................................... 22
Appendix G – A Suggested Model for Success ....................................................................................... 25
Appendix H – Lead Assessor Feedback Summary Form: FHEA ............................................................ 26
L&T Practice Program – FHEA Handbook 3
HEA Fellowships@Griffith Contacts
The Griffith HEA Fellowship Scheme - Learning Futures
Role Name Contact Details
HEA Fellowships@Griffith Scheme, Director
Prof. Ruth Bridgstock (PFHEA) [email protected]
HEA Fellowships@Griffith Scheme, Leader
Dr Paula Myatt (SFHEA) [email protected]
HEA Administration Officer Ms Tina Hodson [email protected]
Griffith Academy of L&T Leigh Sawyer (AFHEA) [email protected]
Other Learning Futures team members who can provide support and guidance in respect to the various
accredited pathways at Griffith include:
Program Leader Contact Details
Program 1: Teaching for Learning
Dr Jude Williams (SFHEA) [email protected]
Program 2: Curriculum Design for Learning
Louise Maddock (SFHEA) [email protected]
Program 3: Graduate Certificate of University Learning and Teaching
Prof. Ruth Bridgstock (PFHEA) [email protected]
Program 4: Learning and Teaching Practice
Dr Paula Myatt (SFHEA) [email protected]
L&T Practice Program – FHEA Handbook 4
HEA Fellowships in the Griffith Context
HEA Fellowships are a means of acknowledging your commitment to professionalism in learning and
teaching in higher education. They are based on the Professional Standards Framework (PSF) developed
in the United Kingdom, which sets out the knowledge, skills and values demonstrated by those teaching
and/or supporting learning in higher education. HEA Fellowships are globally recognised and portable
across universities, and are increasingly considered by universities as part of the appointment and
promotion process.
There are four categories of Fellowship: Associate Fellow, Fellow, Senior Fellow and Principal Fellow.
These categories span the wide range of practice carried out by teaching staff and/or those supporting
learning in higher education. They incorporate staff who have a partial role in teaching/supporting learning
through to those with strategic impact on learning and teaching within the institutional, national and/or
international context. The UKPSF for teaching and supporting learning in higher education document
provides descriptors for each category of fellowship and information about the typical role/career stage
indicative of the category. Specific information about each category can be found via the HEA.
What are the benefits of being a HEA Fellow?
● HEA Fellowship gives you global recognition across the higher education sector
● Fellowship encourages you to review, develop and demonstrate your practice across the
Professional Standards Framework
● Being a HEA Fellow provides opportunities for you to engage in ongoing professional learning
through mentorships and professional networks
● Fellowship entitles you to use post-nominal letters: AFHEA – Associate of the Higher Education
Academy; FHEA – Fellow of the Higher Education Academy; SFHEA – Senior Fellow of the
Higher Education Academy; PFHEA – Principal Fellow of the Higher Education Academy.
Why be a Fellow of HEA at Griffith?
Griffith has a strong tradition in recognising and rewarding teaching. Working towards obtaining HEA
Fellowship is recognition of your commitment to learning and teaching, and is strongly encouraged. To
encourage this, Griffith provides a range of Programs and pathways to help you to reach the goal of HEA
Fellowship.
In addition, once you obtain recognition as a Fellow of HEA, you will be invited to become a member of
the Griffith Learning and Teaching Academy (GLTA). This Academy recognises exemplary learning
and teaching practice and enhances the profile of learning and teaching at Griffith. As a
member of the Academy you will also have the opportunity to mentor future HEA Fellows
and contribute to this growing community.
At Griffith, being a Fellow of the HEA is an important form of recognition, where recognition
and reward form a part of the overall fabric of learning and teaching.
L&T Practice Program – FHEA Handbook 5
The Professional Standards Framework (PSF)
The PSF provides a description of the dimensions of the roles of teaching and supporting learning within
the Higher Education environment. It is written from the perspective of the practitioner and outlines a
framework for comprehensively recognising learning and teaching within Higher Education.
What are the aims of the PSF?
The UK Professional Standards Framework:
1. Supports the initial and continuing professional development of staff engaged in teaching and
supporting learning
2. Fosters dynamic approaches to teaching and learning through creativity, innovation and continuous
development in diverse academic and/or professional settings
3. Demonstrates to students and other stakeholders the professionalism that staff and institutions bring to
teaching and support for student learning
4. Acknowledges the variety and quality of teaching, learning and assessment practices that support and
underpin student learning
5. Facilitates individuals and institutions in gaining formal recognition for quality enhanced approaches to
teaching and supporting learning, often as part of wider responsibilities that may include research and/or
management activities
How is the PSF structured?
The Framework has two components:
1. The dimensions of practice: These are a set of statements outlining the:
Areas of Activity undertaken by teachers and supporters of learning within HE
Core Knowledge that is needed to carry out those activities at the appropriate level
Professional Values that someone performing these activities should embrace and exemplify; and
2. The descriptors: These are a set of
statements outlining the key characteristics
of someone evidencing four broad
categories of typical teaching and learning
support roles within Higher Education. The
descriptors correspond to the four
categories of HEA Fellowship (Associate
Fellow, Fellow, Senior Fellow and Principal
Fellow).
Below is a diagram summarising the PSF. The
full version can be accessed via UKPSF for teaching and supporting learning in higher education.
Areas of Activity
Core Knowledge
Professional Values
L&T Practice Program – FHEA Handbook 6
L&T Practice Program – FHEA Handbook 7
Fellow - L&T Practice Program
Who should consider embarking on this program?
This pathway is intentionally designed to be inclusive of the activities and experiences which already make
up your career in higher education. In this pathway you are going to examine, and reflect on, your career
through the lens of the PSF. In particular the L&T Practice Program gives you the opportunity to
demonstrate and achieve the recognition that you meet the expectations of Descriptor D2 of the UK
Professional Standards Framework (Appendix A).
This program is designed for people who have already undertaken 3 or more years teaching and/or
supporting learning experiences within a higher education context. If you are completely new to teaching
in a university then this program is not for you and instead you should consider one of the other Griffith
HEA accredited programs for a more structured route to enhance your professional learning.
By successfully engaging with the L&T Practice Program, it is hoped that you will also gain an insight into
future career development possibilities - such as targeting increased leadership opportunities in learning
and teaching.
Typically you are likely to be able to demonstrate Descriptor 2 if you fit within the following role or career
stage:
Individuals able to provide evidence of broadly based effectiveness in more substantive teaching and
supporting learning role(s). Such individuals are likely to be established members of one or more
academic and/or academic-related teams. Typically, those likely to be at Descriptor 2 (D2) include:
a. Early career academics
b. Academic-related and/or support staff holding substantive teaching and learning responsibilities
c. Experienced academics relatively new to higher education
d. Staff with (sometimes significant) teaching-only responsibilities including, for example, within
work-based settings
Why would I choose this program?
The L&T Practice Program provides a reflective, practice-based route. You would choose this program
because you already have experience in learning and teaching and this program provides an opportunity
for you to examine and reflect on those experiences to gain professional recognition. As part of the
prewriting-planning stage, as you examine the breadth and diversity of your professional experiences, you
may also identify additional professional learning to undertake to enhance your career.
The L&T Practice Program provides the opportunity for you to reflect on your learning and teaching
practices, using the PSF. The program has a prescribed beginning (when you enrol) and a prescribed
conclusion (your submission), but the experiences on which you reflect are yours.
Program process and details
In this program you will reflect on your teaching and learning practice using the Dimensions of the
Professional Standards Framework (PSF) as a lens to examine that practice (Appendix A). You will delve
deeper to reflect on your teaching and learning practice using the Descriptors of the PSF to highlight and
examine that practice (Appendix B). You will also audit your own experiences using a pre-writing planning
activity (Appendix C), and write about those experiences using the PSF for structure and to guide your
reflections (Appendix D). Throughout this process you will be supported by: online modules (short, self-
paced units), face-to-face sessions (including a peer mentor and feedback) and the HEA team. Ultimately
L&T Practice Program – FHEA Handbook 8
you will present your writing and reflections as a “Reflective Portfolio of L&T Practice” for assessment by a
panel of assessors. The figure below illustrates this route to FHEA:
Program steps to FHEA
Step 1: Information session
Griffith HEA Fellowship Scheme Information Sessions are offered on a regular basis (see the Learning
Futures/Griffith HEA Fellowships website for details/dates). At this session you will be introduced to the
UKPSF, the fellowship programs at Griffith and be guided on the requirements for the L&T Practice
Program. These sessions are designed for staff considering recognition, from a range of positions and
roles across Griffith. Following this session you will know more about the PSF and the program, which
Fellowship category is best for you and, importantly, when will be the best time for you to commit to writing
and completing this important reflective application.
To apply for recognition as a Fellow through the L&T Practice Program, you will need to use the FHEA
Application Form as a template for your application (a copy of this form can be found in Appendix F). The
Application Form can be accessed via the Learning Futures/Griffith HEA Fellowships website.
You are encouraged to read this handbook fully and consider the application requirements outlined in the
Application Form. Please seek further support and advice from a member of the Griffith HEA Fellowship
Team (see contact details on page 4) if required.
Step 2: Enrol in the introductory workshop - “Engaging with the Process”
The “Engaging with the Process” workshop is offered in Trimester 1 and 2, and dates and times are
available on the Learning Futures/HEA website. This workshop is provided by the Griffith HEA Fellowship
Team within Learning Futures, and builds on your understanding of the PSF and the specific application
process requirements.
Once you enrol in this workshop you have enrolled in the L&T Practice Program and you will join a cohort
of participants for the 12 weeks of the program. By becoming a member of a cohort you will meet and
network with peers from across Griffith and you will be linked to a peer mentor (an existing HEA Fellow or
Senior Fellow) from the Griffith Learning and Teaching Academy. You are strongly encouraged to engage
with your mentor, and use the suggested model of support (see Appendix G) – a model of engagement
which has been shown to increase the benefits and success from engaging with this Program.
L&T Practice Program – FHEA Handbook 9
Once you enrol in this workshop you will also receive access to online modules to support you in writing
your application. Prior to attending the first workshop you need to complete online Module 1 - “Introducing
the PSF” and Module 2 (online) “Preparing your application”. The workshop then provides the opportunity
to examine previous successful applications, answer your questions and establish personal plans leading
to the successful completion of your application within the prescribed time-frame of 12-16 weeks.
Step 3: The FHEA Application Process
Your application is structured in this way:
Part I Reflective Portfolio of Learning and Teaching Practice
Teaching Philosophy Statement 500 words
Reflection on Learning & Teaching Practice 2500 words
Reflection on Engagement in Professional Learning 500 words
Part II Referee’s Reports
Two Referees Reports 1 page each
Please submit your application using the Fellowship Application Form as a template to guide your writing.
The form can be downloaded from the Learning Futures/ HEA website (see Appendix H for an outline of
the form.) The form clearly labels the components of your application.
The application is based on evidence that you meet the requirements of the Professional Standards
Framework (PSF) for Descriptor 2 (D2) Fellow. Details of the Dimensions of the PSF can be found in
Appendix A, details of D2 are provided in Appendix B, and a copy of the PSF can be accessed here.
Support is available
You are supported throughout your application process with online modules, a workshop and face-to-face
peer mentoring. All of the support you need can be accessed from the Learning Futures/ HEA website,
and some items are also available as appendices within this handbook.
Modules Modules in bite-sized pieces to support your success! (See below)
Introductory Workshop Delve deeper into: the PSF, examples of writing, pre-writing planning and strategies for success.
Pre-writing planning An audit document for planning your writing. (See Appendix C)
Types of evidence Guidance on the activities and roles you might discuss and examples of the evidence you might cite to demonstrate effective practice. (See Appendix D)
Peer Mentoring Learning Futures will put you in contact with a peer mentor. You can work with your mentor to discuss your ideas and gain feedback on your writing and your progress. (See Appendix E)
Application Form A template to scaffold your application process. (See Appendix F)
A model for success A structured, week-by-week model for success. (See Appendix G)
The L&T Practice Program Coordinator is able to advise you if you have any queries on the process, or
contact any member of the HEA Fellowship Team. Remember that your application should focus primarily
on the last three to five years of your career.
L&T Practice Program – FHEA Handbook 10
Modules
These modules will be made available to you when you enrol in the introductory “Engaging with the
Process” workshop. The modules support all aspects of your application development:
Module 1 Introducing the PSF
- PSF dimensions, HEA fellowship categories and Descriptors
Module 2 Preparing your application
- The application process and pre-writing planning - How to write a Teaching Philosophy
Module 3 Writing your application
- How to write your Reflection on Learning and Teaching Practice - Models of writing and reflection, tools for encouraging reflective writing
Peer mentoring
An important part of this process is working with a peer mentor who is an existing HEA Fellow or Senior
Fellow and a member of the Griffith Learning and Teaching Academy (GLTA). Learning futures will put
you in contact with a peer mentor, and you can work with your mentor to discuss your ideas and gain
feedback on your writing and your progress. A suggested model for successfully working with your mentor
is provided in Appendix G. (After you become a HEA Fellow you might consider a future role as a peer
mentor yourself!)
Referee’s Reports
Your application also includes two Referee Reports which serve as an authentication of your practice.
Referee Reports are normally only 1 page. Details regarding these reports and the role of the referee can
be found in Module 2. There are Guidelines and a Template to assist referees, and these can be found on
the Learning Futures/HEA website.
Referee Reports must be from people who are in a position to comment on your teaching and learning
support practice. Their statements should supplement the information you are providing in your reflective
portfolio and should demonstrate how you meet the PSF dimensions at the category of fellowship for
which you are applying. For Fellow applicants one or more referees should be Griffith colleagues.
Please make sure that your referees have had a chance to read your application. To support your
referees, please provide them with the resources: Guidelines for Referee Reports and Template for
Referee Reports. You should also provide them with the criteria for the level of fellowship for which you
are applying. The Referee Reports should primarily refer to your experience and achievements in teaching
and learning and should refer to your research record only where it relates to your learning and teaching
practice.
It is your responsibility to collect the Referee Reports and submit them as part of your application.
Applications must not be submitted (and will not be assessed) until two reports have been received.
Step 4: Submit your Application
Your Fellowship Application is a reflective portfolio supporting your claim that you meet the recognition
standards of Descriptor D2.
This application consists of:
● Fellowship Application Form
● Including 2 Referee Reports
L&T Practice Program – FHEA Handbook 11
Please submit your application as a PDF via email to: [email protected]. If you have any
problems with your submission please email Tina Hodson ([email protected]), HEA Fellowship
Scheme Administrator
You may submit your application at any time however applications will only be assessed at two points in
the year – at the end of Trimester 1 and at the end of Trimester 2
How will your application be assessed?
Your application will be independently assessed by a panel of three assessors. Each Panel of Assessors
is comprised of appropriately experienced and trained assessors, where one assessor is assigned as
Lead Assessor. Panels are convened two times a year (at the end of Trimester 1 and end of Trimester 2).
Applications are due two weeks before the panel convenes (see the Stages of Assessment Diagram
below). Assessors provide their judgment using the FHEA Feedback Summary Form (See Appendix H),
and will assess applications as being:
Awarded - where the application meets Descriptor 2 (D2) of the PSF for recognition as FHEA; OR
Additional evidence needed
- where the application does not fully meet Descriptor 2 (D2) for recognition as FHEA within one or more of the descriptors of the PSF. In this situation you will be asked to provide either minor additional written evidence or more major additional evidence. The minor or major additional evidence will be made clear in the feedback provided by the assessment panel members.
If you have not yet evidenced that you meet the criteria, you will be provided with detailed feedback.
Additional evidence requirements may range from 500 words of additional evidence (minor) to substantial
changes (major). Additional evidence supplied within 28 days of assessment notification will be assessed
by the original Panel of Assessors. If additional evidence is supplied after 28 days then it will be added to
the original application, combined with all assessment panel documentation, and will be resubmitted to
another panel when panels convene at the end of the next Trimester. The application will then be judged
using the additional evidence requested from the resubmission feedback from the original panel. In the
case of a request for major additional evidence, you may choose to substantially revise your application.
Operation of the assessment panel
Panels of Assessors will convene twice a year, corresponding to the end of Trimesters 1 and 2 (eg June
Assessment Panels meet after Trimester 1 and November Assessment Panels meet after Trimester 2).
You may submit your application at any time however applications will only be assessed at the end of
Trimester 1 and at the end of Trimester 2.
Each panel is comprised of three members, so each application is assessed by three assessors, with the
experience of the Assessors commensurate with the level of the Fellowship application being assessed
(see assessment and moderation table below). All assessors are drawn from within the University,
however moderation is conducted by an external assessor. You will receive a compilation of feedback
from your panel via the Lead Assessor Feedback Summary Form (see Appendix H). All applications and
assessments will be retained/archived for a period of at least three years.
L&T Practice Program – FHEA Handbook 12
Descriptor Assessment Panel Moderation of Panel Decisions
D2 (FHEA) Three assessors, all recognised to a minimum of D2 (FHEA). One designated as “Lead Assessor”. Note: From 2020, D2 Assessment Panels may reduce to 2 members.
All applications will be independently assessed by three appropriately experienced and trained assessors against the criteria of Descriptor D2. Moderator accredited to a minimum of D3 (SFHEA). Moderation normally performed by external assessor in collaboration with Program 4 Leader. (An appropriate level of internal/external moderation will be undertaken.)
Assessor training and quality enhancement All assessors undergo professional learning in the assessment process to ensure consistency and
reliability of judgements. Professional learning workshop(s) are organised by the HEA Fellowship Team
and draw upon external expertise as appropriate. The panel of assessors are also encouraged to provide
feedback to the HEA Fellowship Team regarding ongoing enhancements to the scheme, improvements to
resources for applicants and improvements to training of assessors and mentors.
Conflicts of interest Please notify the Program Coordinator immediately of any possible conflicts of interest or any concerns.
This may relate to assessors and/or mentors. You will be quickly allocated a new mentor (or new assessor
or panel) if required. Conflicts of interest may include, for example, if you are a personal friend or a relative
of your mentor/assessor work closely with the applicant. (Please be aware that your mentor will not
assess your application.)
The appeals process You will receive a formal assessment outcome and specific feedback aligned to the Descriptor
assessment requirements and PSF criteria.
If you disagree with the outcome following assessment you may apply to have a review of the recognition
decisions taken by the Assessment Panel. The grounds upon which you may request a review of a
recognition decision are limited to the following:
a) The assessment of the submission was not conducted in accordance with procedures as outlined
in this handbook;
b) There was an administrative error or some other significant procedural irregularity that impacted
the decision.
Note: Disagreement with the judgement of the Assessment Panel in assessing the merits of an individual
submission for recognition cannot in itself constitute grounds for a request by an applicant for a review of
the decision.
The process will be to write to the Deputy-Director, Learning Futures clearly outlining:
1. Which specific part(s) of the assessment feedback are disputed; and
2. Why the assessment outcome is disputed.
At the discretion of the Deputy-Director, Learning Futures, the application may be forwarded to a new
Panel of Assessors for reassessment. In the case of an administrative error, this will be checked and
corrected if needed.
L&T Practice Program – FHEA Handbook 13
Stages of the assessment process – FHEA
L&T Practice Program – FHEA Handbook 14
Maintaining good standing
It is important that as a learning and teaching professional, you continue to develop your skills and
knowledge as well as supporting and influencing the practice of others by engaging internally (and
externally) with professional learning. There are many ways in which you may choose to do this including:
continuing to participate in formal professional learning offerings, or via Griffith peer enhancement of
teaching opportunities, or informal mentoring and support of colleagues. Additional opportunities exist for
HEA Fellows to contribute to the Griffith HEA Fellowship Scheme through mentoring and/or assessing.
Training exists for these roles and details can be found on the Learning Futures/HEA Fellowships website.
You are also encouraged to continue to reflect on your day to day practice, and explore the possibility of
applying for recognition as a HEA Senior Fellow in the future.
As a HEA Fellow you will also be invited to become a member of the Griffith Learning and Teaching
Academy (GLTA). The Academy is based on a collegial ethos and provides members with rich
opportunities for networking, leadership and mentoring, practice sharing, collaboration, and career
development. Your membership of GLTA provides a community for strategic conversations about issues
and opportunities in learning and teaching.
Fellowship of the Higher Education Academy Code of Practice
The following global Fellowship of the HEA Code of Practice establishes a set of principles and
expectations for individuals gaining HEA Fellowship throughout the world:
In our professional practice, as Fellows we will:
1. Act with respect, integrity and honesty.
2. Monitor and review regularly our work in order to maintain good standing.
3. Engage in appropriate activities to remain up to date with knowledge of learning and teaching, subject
matter and assessment.
4. Be open to and conscientious in considering feedback from appraisals, peer and student
observations.
For the benefit of learners, as Fellows we will:
5. Demonstrate our respect for learners by paying due regard to the way we conduct ourselves in our
professional lives.
6. Be fair and impartial in our engagement with learners.
7. Encourage the free exchange of ideas between ourselves and learners.
For the benefit of colleagues, as Fellows we will:
8. Show due respect for the opinions of colleagues in the exchange of constructive criticism and ideas.
9. Support and actively assist in the professional development of colleagues to ensure the maintenance
and enhancement of good practice and to protect learners from poor practice.
10. Be aware and take account of, the educational goals, policies, standards and regulations of our
employing institution and beyond.
L&T Practice Program – FHEA Handbook 15
Appendices
Appendix A – Dimensions of the UKPSF Professional Standards
Framework
Areas of activity
1. Design and plan learning activities and/or programmes of study (A1); 2. Teach and/or support learning (A2); 3. Assess and give feedback to learners (A3); 4. Develop effective learning environments and approaches to student support and guidance
(A4); 5. Engage in continuing professional development in subject/disciplines and their pedagogy,
incorporating research, scholarship and the evaluation of professional practices (A5).
Core knowledge
1. The subject material (K1); 2. Appropriate methods for teaching learning and assessing in the subject area and at the level
of the academic programme (K2); 3. How students learn, both generally and in the subject/disciplinary area(s) (K3); 4. The use and value of appropriate learning technologies (K4); 5. Methods for evaluating the effectiveness of teaching (K5); 6. The implications of quality assurance and quality enhancement for academic and professional
practices with a particular focus on teaching (K6).
Professional values
1. Respect for individual learners and diverse learning communities (V1); 2. Promote participation in higher education and equality of opportunity for learners (V2); 3. Use evidence-informed approaches and the outcomes from research, scholarship and
continuing professional development (V3); 4. Acknowledge the wider context in which higher education operates recognising the
implications for professional practice (V4).
L&T Practice Program – FHEA Handbook 16
Appendix B – The UKPSF: Descriptor 2 Fellow
Descriptor 2 Typical individual role/career stage
Demonstrates a broad understanding of effective
approaches to teaching and learning support as
key contributions to high quality student learning.
Individuals should be able to provide evidence of:
I. Successful engagement across all five Areas of
Activity
II. Appropriate knowledge and understanding
across all aspects of Core Knowledge
III. A commitment to all the Professional Values
IV. Successful engagement in appropriate
teaching practices related to the Areas of Activity
V. Successful incorporation of subject and
pedagogic research and/ or scholarship within the
above activities, as part of an integrated approach
to academic practice
VI. Successful engagement in continuing
professional development in relation to teaching,
learning, assessment and, where appropriate,
related professional practices
Individuals able to provide evidence of broadly
based effectiveness in more substantive
teaching and supporting learning role(s). Such
individuals are likely to be established members
of one or more academic and/or academic-
related teams.
Typically, those likely to be at Descriptor 2 (D2)
include:
a. Early career academics
b. Academic-related and/or support staff holding
substantive teaching and learning
responsibilities
c. Experienced academics relatively new to
higher education
d. Staff with (sometimes significant)
teaching-only responsibilities including, for
example, within work-based settings
L&T Practice Program – FHEA Handbook 17
Appendix C – Pre-writing planning matrix
This matrix is useful for you for pre-writing planning, and to audit your experiences using the PSF as a lens. This matrix is one of the resources within online
Module 2. You can also download the matrix (in Word format) from the Learning Futures/ HEA Fellowship website (and print it on A3 paper!!).
Pre-Writing Planning – consider your career in L&T…
Areas of Activity What did you do? Why did you do it? How do you know it was
successful? (Evidence?) Which Core Knowledge does
this activity demonstrate?
Which Professional Value does
this activity demonstrate?
A1. Design and plan learning
activities &/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 practices.
L&T Practice Program – FHEA Handbook 18
Appendix D – Types of Evidence for Your Portfolio: D2 FHEA
Areas of Activity
(A1 - A5)
How you can demonstrate your engagement with the Areas of Activity
A1 Design and plan learning activities and/or programmes of study
This is about what you do to plan and prepare learning activities, whether face-to-face or in a virtual learning environment. You will have different approaches to this activity, based on factors such as the HE level being taught, the learning outcomes for a module, programme of study or individual teaching activity (which may, for example, involve working with individual research students).
Activities could range from the design of a series of private study sessions, a module or a whole programme of study and may involve:
● designing a new course or programme of study or the redesign of an existing curriculum;
● designing new modules for an existing course or programme;
● developing new tailored courses or programmes for learning support, individual study skills materials, student support or professional development materials, learner induction;
● contributing to the development and improvement of courses/programmes as part of a team, making clear what your role was within the team.
You need to identify and plan different kinds of interactions with learners within different contexts and these could be sessions, or a series of sessions with individual learners and/or small groups. This might include, for example: seminar, laboratory, library activities, learning support, online support or fieldwork. You need to show that you understand that what you have planned is appropriate for your learner/s.
A2 Teach and/or support learning
This is about your direct engagement and interaction with learners, whether in groups or individually, remotely or face-to-face.
This may consist of formal, timetabled approaches or it might be outside of scheduled classes and more informal in nature, but nevertheless essential to learning and taking place in a wide range of contexts including: classrooms and lecture theatres; seminar rooms; in the field; learning support centres;
Offices; virtual environments; in studios; creative practice environments/performance spaces;
You might draw examples from a range of activities to illustrate the appropriate and effective teaching approaches you use with your learners, for example:
● specific approaches you use in your teaching or support of learning (in classroom lectures, seminars, in the field, labs, or library etc);
● working with learners on a one-to-one basis, including activities covered for Associate Fellow above;
● contributing to in-house professional learning and teaching programmes;
● developing research and information support on a one-to-one basis or in groups;
● supervision of postgraduates; ● creative studios; ● practice workshops; ● developing approaches to demonstrate high level subject
skills; ● contributing to learner practical skills; ● developing services, tools and technologies to support a
virtual learning environment; ● supporting learning, specific to the context, for example
professional, resource based, library, work-based or technology-based learning.
L&T Practice Program – FHEA Handbook 19
or libraries and resource centres.
A3 Assess and give feedback to learners
This is about how you:
● assess and give feedback to learners, to foster and encourage their learning;
● assess learners’ progress and make judgements about their learning during and on completion of their study with you.
The assessment you undertake may be formative and/or summative, formal and/or informal. Feedback may be face-to-face, written, or using electronic means such as podcasts and social media. As assessment and feedback are not always ‘formal’ and ‘summative’ you can include work with research students, colleagues and peers and activities relating to learners in learning support contexts. They must however, relate to HE provision. This does not therefore require the summative marking of student work for degree classification but can relate to informal formative assessment of learners within the HE setting.
Your application needs to demonstrate:
● a routine use of feedback and feed-forward approaches to improve learning and develop learner autonomy. This may be regarding specific pieces of assessed work or assignments (written or practical), approaches developed or changed over a period of time to adapt to increasing learner autonomy;
● how assessment and feedback contributes to students’ and/or others’ learning; this might be about approaches developed or used to enhance the learning of specific attributes or skills (individuals working in groups, self-reflection, critical thinking, personal learning strategies, research skills, library skills, digital literacy etc);
● an awareness of an appropriate range of assessment methods and the rationale for their use. This might include focus on the combination of assessment approaches used to develop and assess specific outcomes or aims, changing assessment and feedback approaches to ensure they are more effective for different types of learners, at different levels, in different contexts etc;
● an understanding of the implications of quality assurance and a commitment to quality enhancement (links to K6). This might be about approaches used within the context of a new/revised module, course or programme where subject benchmarking and/or professional standards are integral, or in a service learning support activity where timeframes or other restrictions influence the approaches you are able to use. Evidence of how you have applied this knowledge to your practice should feature within your application;
● feedback and assessment related to diagnostic activities such as informal assessment of learning, review of documentation in preparation for placements etc for staff in learning support roles.
A4 Develop effective learning environments and approaches to student support and guidance
This is about how you effectively use both formal and informal learning environments to facilitate learning and how you meet the needs of your learners for educational support and guidance.
The examples you might use will vary greatly depending on the physical and virtual environments in which you teach or support learners, the nature of the subject or discipline and the nature of the learner/s. All these points need to be considered in evidencing how you:
● utilise and manage the range of physical or virtual learning environments so that they are appropriate to your learners’ needs;
● work with learners, service providers and/or teaching staff to ensure that your learners can access and use a broad range of learning opportunities.
A Fellow will typically draw on a wide range of activities, clearly showing links between environments and learning and explaining how and why the environment is appropriate within your context and/or discipline.
L&T Practice Program – FHEA Handbook 20
You will draw from a range of activities such as:
● creating new approaches to utilise the spaces in which you have to teach and/or support learners;
● developing resources and interactivity for a virtual learning environment;
● developing interdisciplinary or professional/work-based resources;
● work-based learning and placements; ● bringing in aspects of professional practice to the learning
environment; ● using digital literacies; ● developing pro-active ways for students to positively
engage with student services.
A5 Engage in continuing professional development in subject/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices
This is about how you maintain and continue to develop your capability in teaching and learning support and, for the Senior Fellow, your leadership activities and roles. It includes:
● how you gather and utilise information on the effectiveness of your own practice;
● how you engage with and use your own CPD activities to enhance your practice;
● how you incorporate subject and pedagogic research and/or scholarship within your professional practice as a teacher/supporter of learning;
● how the activities you undertake as part of a group or team impact on your approaches and practices and that of others, such as colleagues engaged in teaching and learning, in your discipline or more widely.
You do not have to be directly involved in research but you do need to indicate how you use scholarly and/or professional activity to maintain your teaching and support of learning.
In your application, evidence of ‘scholarship’ should include a focus on pedagogy and your subject knowledge. It should typically cover a range of exchanges with peers operating at a variety of levels – this might be informal dialogue, conversations and classroom experiments; action research; conferences and seminars; grants and publications, all of which potentially provide evidence of good scholarly practice through critique and reflection.
This would minimally include using the work of others to inform your practice and identifying areas in which you have made a difference, or a contribution, locally. For example:
● using the experience of peer observation of teaching to reflect upon and change aspects of your own teaching;
● reading and making use of the published pedagogic literature to inform your practice;
● conducting a piece of action research and disseminating the findings at a teaching and learning conference;
● writing a research paper on the approaches to supporting learners with learning difficulties;
● contributing to staff development/staff research events; ● engagement with your professional association;
L&T Practice Program – FHEA Handbook 21
Appendix E – Peer Mentor Role in the L&T Practice Program
Peer mentors in the L&T Practice Program are HEA Fellows at FHEA, SFHEA or PFHEA standing. They support colleagues who are developing an application for recognition as a HEA Fellow or Senior Fellow. Mentoring is an important part of the overall learning and teaching network at Griffith and is closely associated with the Griffith Learning and Teaching Academy. Mentors will:
● Guide and support staff, encouraging them to reflect on their practice, meet the requirements of
fellowship application and submit their application.
● Provide general feedback and advice on early drafts.
● Choose to mentor individually (1:1) or in a small group.
● Be available to mentor applicants within Trimester 1 and/or Trimester 2.
● Meet with applicants at least twice (virtually or face to face) to work on the application - total
mentor time commitment per applicant = 4-5 hours.
● Be members of the Griffith Academy of Learning and Teaching (GLTA) and will be supported
through Professional Learning (workshops and online modules) and a detailed Mentoring
Handbook.
● Be supported broadly by the Griffith HEA Fellowship Team within Learning Futures and the
Coordinator of the L&T Practice Program.
Details of mentoring and a suggested mentoring approach can be found in “Guidance Notes for Mentors
and Applicants” which is a resource available on the Learning Futures/ HEA Fellowship website.
L&T Practice Program – FHEA Handbook 22
Appendix F – Application Form - FHEA
(DO NOT USE THIS AS A TEMPLATE - Please download from the HEA Fellowships@Griffith website)
L&T Practice Program – HEA Fellowships@Griffith Scheme
2020 Application Form: FHEA
APPLICANT INFORMATION
Family name First name Title Staff No.
Please indicate your Griffith affiliation below (✓):
Arts, Education, Law Griffith Business School Other, please specify:
Griffith Health Griffith Sciences
Campus:
Role/job title:
Length of employment at Griffith University:
Total years’ experience of teaching in HE:
EXISTING TEACHING QUALIFICATIONS
Qualification Institution Date completed
Please indicate if you hold an existing HEA Fellowship, and what category:
CHECKLIST Yes/No
Have you met with your peer mentor?
Has your peer mentor read and commented on drafts of your writing?
Have you reviewed the reflective writing resources? (ie L&T Practice Program Module 3)
Does your application integrate relevant literature throughout the Reflective Portfolio and include a list of references?
Does your application include annotations to the PSF? (ie annotations to all Core Knowledge (K) and Values (V) dimensions of the PSF; distributed throughout your Reflective Portfolio after the sentences to which they apply.)
L&T Practice Program – FHEA Handbook 23
Part I
REFLECTIVE PORTFOLIO OF LEARNING AND TEACHING PRACTICE
TEACHING PHILOSOPHY STATEMENT
In no more than 500 words describe your teaching philosophy. This brief statement should convey your overall view of yourself as a university teacher/learning support professional. Your teaching philosophy underpins the way you teach, your beliefs, intentions and actions. Your statement may refer to the PSF in terms of Core Knowledge (K) and Professional Values (V).
(Please write here)
(Total words in this section = /500)
REFLECTION ON LEARNING & TEACHING PRACTICE
In no more than 2500 words, use your professional practice to describe, evidence and reflect on your effectiveness in teaching and supporting learning. Your portfolio should include a range of examples to show the breadth of your experience commensurate with Descriptor 3(i-v), demonstrating a broad understanding of effective approaches to teaching and learning support as key contributors to high quality student learning. Your portfolio should demonstrate how your professional practice is underpinned by appropriate Core Knowledge (K) and Professional Values (V) as in the PSF. You may wish to use Areas of Activity A1-A4 as headings.
(Please write here)
(Total words in this section = /2500)
REFLECTION ON ENGAGEMENT IN PROFESSIONAL LEARNING (PROFESSIONAL DEVELOPMENT)
In no more than 500 words describe, evidence and reflect on the professional learning (professional development) activities in which you have engaged within the last 3 years. Reflect on how they relate to the development of your professional practice in teaching and learning. Your writing should provide evidence of “Successful engagement in continuing professional development in relation to teaching, learning, assessment, scholarship and, as appropriate, related academic and professional practices.” (PSF defined Descriptor 3(vi))
(Please write here)
(Total words in this section = /500)
L&T Practice Program – FHEA Handbook 24
Part II
REFEREES REPORTS
DETAILS OF REFEREES
Name & Position of referee #1 Please indicate the HEA Fellowship category of your referee (if appropriate):
Institution
Name & Position of referee #2 Please indicate the HEA Fellowship category of your referee (if appropriate):
Institution
REFEREES REPORTS
I confirm that:
☐ Two Referees Reports are attached and my referees have had an opportunity to read my
application.
STATEMENT
I hereby certify that:
☐ I am an employee of Griffith University.
☐ The contents of this application are my own work.
☐ The information I have provided in this application is true and correct, meets all standards of
academic integrity, and does not breach anyone’s rights to privacy or confidentiality. If I am successful in this application, I will commit to:
☐ upholding the HEA Code of Practice;
☐ remaining in good standing as a HEA fellow by continuing my professional development and the
enhancement of my teaching skills, knowledge and practice; and
☐ contributing to the Griffith University HEA Scheme (e.g. as a mentor/assessor) as appropriate.
Signed: Name: Date:
L&T Practice Program – FHEA Handbook 25
Appendix G – A Suggested Model for Success
Below is a suggested generic approach you might consider to structure your writing over 12 weeks as you
apply for FHEA. You are strongly encouraged to engage in this blended process including an introductory
face-to-face workshop supported by modules and peer mentoring. The schedule below is only a
suggestion - you will need to negotiate your own times and dates to suit you and your mentor!
HEA week
Suggested Support Activities – a possible schedule Feedback Points & Mentoring
support
1&2 Complete modules:
3 Introductory Workshop: Engaging with the process
Before workshop: Complete Modules 1&2. Outline a Teaching Philosophy Statement Commence your pre-writing planning matrix. This workshop delves deeper into: the PSF, examples of writing, pre-writing planning and strategies for success.
Learning Futures will connect you with a mentor from the Griffith Learning and Teaching Academy.
4 Complete Module 3 Develop a writing plan for your portfolio.
5 Writing week At the end of this week try to finish two Areas of Activity and/or your Teaching Philosophy Statement for feedback.
6 Feedback week Meet with your mentor.
Feedback Point #1 With your Mentor
7-8 Writing Finish another two Areas of Activity for your mentor.
9 Feedback week Meet with your mentor.
Feedback Point #2 With your mentor
10 Writing This week send an almost complete draft to your referees.
11 Finalise your portfolio. Finalise Referee’s Reports.
12 Completed portfolio due. (Submit to: [email protected])
Always confirm this date!!
This process is supported through the Program 4 Handbook and the following Modules:
Module 1 “Introducing the PSF” Module 2 “Preparing your application” Module 3 “Writing your application”
L&T Practice Program – FHEA Handbook 26
Appendix H – Lead Assessor Feedback Summary Form: FHEA
Recognition as a Higher Education Academy Fellow (FHEA) requires an applicant to meet Descriptor 2
(D2) of the Professional Standards Framework (PSF). Recognition as a FHEA acknowledges that an
applicant has evidenced sustained effectiveness in teaching and enhancing the student learning
experience, combined with scholarship, educational research and/or other professional activities. In
making your assessment, you are asked to look for holistic evidence that the applicant is fulfilling the
requirements of all elements of D2.
Applicant name: Griffith Affiliation (eg Group):
Date:
Lead Assessor to indicate overall recommendation (consensus ✓):
Award FHEA
Resubmit (minor) (4 weeks to submit additional evidence)
Resubmit (major) (significant revisions and mentoring needed )
D= Demonstrated B= Borderline ND = Not Demonstrated
Descriptors relating to Areas of Activity D B ND
D2 (i) Successful engagement across all five Areas of Activity. Assessor 1
Assessor 2
Assessor 3
D2 (iv)
Successful engagement in appropriate teaching practices related to the Areas of Activity
Assessor 1
Assessor 2
Assessor 3
Descriptors relating to Core Knowledge D B ND
D2 (ii) Appropriate knowledge and understanding across all aspects of Core Knowledge (K1-K6)
Assessor 1
Assessor 2
Assessor 3
D2 (v) Successful incorporation of subject and pedagogic research and/ or scholarship within the above activities, as part of an integrated approach to academic practice
Assessor 1
Assessor 2
Assessor 3
D2 (vi)
Successful engagement in continuing professional development in relation to teaching, learning, assessment and, where appropriate, related professional practices
Assessor 1
Assessor 2
Assessor 3
L&T Practice Program – FHEA Handbook 27
Descriptors relating to Professional Values D B ND
D2 (iii) A commitment to all the Professional Values (V1-V4) Assessor 1
Assessor 2
Assessor 3
Referee Reports Yes No
Do the referee reports broadly corroborate (authenticate) the applicant’s account?
Assessor 1
Assessor 2
Assessor 3
SUMMARY FEEDBACK to be supplied TO APPLICANT This is a compilation of the feedback from the panel. Applicants will receive feedback collated from all three (3) Assessor Feedback Forms. If “award FHEA” - use this section to provide the applicant with any constructive feedback that would be valuable for them to know in terms of their claim and/or future development FROM THE PANEL. If “more evidence required” - use this space to list the recommendations FROM THE PANEL regarding the additional evidence, or improvements needed to the application, or further work the applicant needs to undertake, in order to attain Fellowship. Additional evidence requirements may range from 500 words of additional evidence (minor) to substantial changes (major). Additional evidence supplied within 28 days of assessment notification will be assessed by the original panel.
Feedback for applicant here from all three assessors…