Hsin, W.-J. In order to facilitate the kind of pedagogy outlined in this philosophy, my classroom (and by extension, my librarianship) is: I am also engaged in research and the sharing of this research. These can be done in my own time and do not affect my job, are free and often open my mind to new ideas and ways of learning. Elmborg, J. Harmondsworth: Penguin. Around the room I set up seven stations. This is an application for Fellowship. Upcoming Fellowship deadlines Monday 5th December 2022 From previous experience this exercise causes the energy in the room lift as the student discussions get louder and louder. The main difference between Associate Fellowship and Fellowship is the need to engage with all five areas of activities, as well as all six areas of core knowledge and all four professional values. New York: Routledge. Either way, the mid-unit clinic is only successful if the students have carried out the tasks set prior to the session. The new guidance has been used with focus groups of disabled students and the feedback has been incredibly positive, including feedback such as this would have helped my understanding of referencing so much and I would have been much more independent with this the latter is incredibly important for students self-determination and independence without asking for accommodations (Bruce, 2020) [V1, V2, K5, K6]. higher education. Examples of staff who may wish to apply Types of activity & evidence for Fellowship Category . Increasingly, HEA Fellowship is being considered in recruitment and promotion decisions in higher education institutions across the world. In the revision guide I listed the ILOs that were outlined on the course and could potentially be tested in the exam. . This is built upon and shaped by two particular theories in the field of information literacy which are used by teaching librarians to specifically inform librarian pedagogy. Peach, T. (2019)A contextual exploration of attitudes and approaches to art pedagogy, information literacy and employability at a Higher Education Institution: identifying opportunities for a librarian through an interview with faculty. This portfolio contains all my evidence and reflections as required for my application to become a Fellow of the Higher education Academy. . UQ is supporting academic and professional staff and HDR students to apply for an HEA Fellowship through the HEA@UQ program. These statements are posted with the permission of the former (anonymous) AIIS fellows who wrote them. : Harvard University Press. Price, M. (2012)Assessment literacy: the foundation for improving student learning. Brown, N. and Leigh, J. 2041. My HEA Fellowship Portfolio by Sam Taylor Details For info. Fellowship brings you a range of benefits: Consolidates personal development and evidence of professional practice in your higher education career; Provides a valuable measure of success and is increasingly recognised by international institutions; Demonstrates commitment to teaching, learning and the student experience, through engagement in a . The latter has featured as part of wider doctoral research into information literacy at York St John University (Dean, 2019) [A5] which has resituated my own understandings of my teaching as part of the wider teaching community, helping me to navigate how to talk about information literacy with academics in more nuanced ways [V3]. The HEA defines 'good standing' as "continuing to work in accordance with the standard indicated by the relevant Fellow Descriptor of the UKPSF (HEA, 2013:2). specific categories. And while there is a virtual reading group that anybody regardless of their location could potentially participate in, its scheduled for 12:30 London time, which happens to be 23:30 Sydney time. When I first heard about HEA fellowships, I assumed that, if successful, Id be upskilled by HEA (workshops, mentoring, a structured program of some sort, maybe even a grant ). Applicants can review these project statements from successful fellowship applications for assistance in preparing their applications. The purpose of the self-assessment was also to encourage students to identify what they needed to do next to develop their learning or their confidence, such as to consolidate the class learning through practice, or to seek further support from me [V1]. In 2012 I was part of a team that contributed to theJISC ePortfolio Implementation Project, outcomes of which included a video case study from SSU and an ePortfolio Implementation Tool Kit (my key achievements and outputs are listed in A5). Olga Kozar on 29 August, 2018. New Technologies and Disabled People, https://cjds.uwaterloo.ca/index.php/cjds/article/view/707, Dyslexia: Shackles far beyond the written word, https://apis.officeforstudents.org.uk/accessplansdownloads/2024/YorkStJohnUniversity_APP_2020-21_V1_10007713.pdf, Actively inclusive and rejects bigotry, striving for equity (Peach and McCluskey-Dean 2019) [V1, V4]. Not only do I act as an extra pair of eyes highlighting areas that could appear to be confusing for students, I can also suggest new ways in which technology could be introduced to enhance the process and outcomes. Click to share on LinkedIn (Opens in new window), Click to share on Twitter (Opens in new window), Click to share on Facebook (Opens in new window). Hattie, J. and Timperley, H. (2007) The Power of Feedback,Review of Educational Research, 77(1), pp. Advice for completing your HEA Principal Fellowship application Make sure that your application has an excellent evidence base, is highly reflective and contains convincing examples of practice. Wisker, G. ed. We also allowed for those who just wanted come and listen, in case they just wanted a brief introduction. I teach across all programmes in an area best summarised as information literacy most recently updated to be defined as The ability to think critically and make balanced judgements about any information we find and use. I have built an activity and short demonstration of the Flipped Classroom model using myCourse (http://mycourse.solent.ac.uk/flip). I circulated around the room, listening to various conversations to get an understanding of what students understood. Yes, we have three National Research Service Award individual fellowship (F31) grant applications available at Sample Applications & More. I chose to also create bespoke videos specifically for this unit to ensure that the students will know exactly what to include in their myPortfolio page. This does not, however, change the fact of referencing styles as exclusionary and these access methods are not full disability justice (Kumbier, A. and Starkey, 2016) [V4]. for this criterion in the other column (see a small snippet below of how I did (2016) Access Is Not Problem Solving: Disability Justice and Libraries,Library Trends, 64(3), pp. By developing these guides, it has fostered more conversation within our librarian team about what accessible referencing teaching means, particularly in how we describe referencing in our classes so that it relies less on wholly visual information. Students were more actively engaged with these tools and ways of collaboratively learning as referencing became a co-construction of knowledge, and gave them practical examples of referencing which I found them referring back to in tutorials. _____________________________________________________________. Students watch the videos before the lesson and complete the tasks. Writing a Good Application for HEA Associate Fellowship - YouTube The Doctoral Academy (formerly University Graduate College) presents some top tips on Writing a Good Application for HEA. Overall, we were confident that you meet the benchmark standard for Descriptor 2 and wish you much success in your future teaching career. Each one had a piece of paper which detailed one of the ILOs and the essential readings which were directly relevant to it (evidence 2). assessors/trainers who talked us through HEA framework. In: Chalmers, D. and Hunt, L. eds. Quite often a lecturer will arrange to come and see me with their draft assessment brief looking for advice on how to make it more engaging. Written essays and reports, although still very important,aren'talways themost appropriate method for testing and challenging students. Tom, your written claim for Fellowship (D2) was very enjoyable and engaging to read. There is a show and tell opportunity where you are able to see how and what other folk are doing on myCourse with the functions. This was fine for the first year as I only had three units to support. (2019) Disability, the Silent D in Diversity,Library Trends, 67(3), pp. Preparing your HEA application Many colleagues have used our 'HEA Fellowships-on-one-page' handout, which is best printed out A3 in colour when working on your applications for Associate Fellowship, Fellowship, Senior Fellowship and Principal Fellowship. I have created many online tutorials and guides to advise staff and students on using technology to support teaching and/or learning. University of Sheffield. This case study draws upon Case Study 1 and 2 within the context of becoming a remote worker during the COVID-19 pandemic, to explore my approach to transforming the pedagogies outlined there into a remote, online environment. Fellowship Exemplar Principal Fellowship Application Form: HEA Guidance on the UKPSF Areas of Activity, Higher Education Academy Fellowships. > Criteria for Senior Fellowship of the HEA To be recognised as a senior fellow of the HEA, you must demonstrate that you meet Descriptor 3 (D3) of The UK Professional Standards Framework. Your email address will not be published. Academy of Geriatric Physical Therapy ____________________________________________________________. As a teacher librarian, my aim is to motivate and empower students with purposeful, appropriate and ethical information behaviours for whichever contexts they may find themselves in. Thank you for your interest in applying to be a Fellow of the Higher Education Academy (FHEA). This way, those who feel uneasy about using social media can then make up their own minds whether or not to look into building up a professional profile. I have no fear in designing and building activities into my sessions that hands control over to the participants. In my teaching sessions I explicitly state the Intended Learning Outcomes (ILOs), that is, what students should be able to do by the end of the session (K2). reflectively, I shared some writing tips in this Cracking London: UCL Press. Higher Education Academy (HEA) Fellowship The University of Sunderland is accredited by the Higher Education Academy to award Fellowship aligned to the UK Professional Standards Framework (UK PSF). Goodley, D.et al. The Higher Education Academy awards Fellowship with an expectation that Fellows will remain in 'good standing'. From looking at the bookings I could see that we were to expect 50 participants ranging from administrators to lecturers, HR managers to support service staff. Part of this was initially submitted through portfolio for Associate Fellowship (AFHEA) in 2020, and then was expanded for written application for Fellowship, and assessed in mid-2021. Ableism is also highly prevalent in academia itself (Brown and Leigh, 2020), with Gillberg (2020) specifically critiquing how ableism creates and maintains knowledge production and disciplines itself (Liersh, 2019) critical librarianship asks me to extend this to the work of librarians in HE, and bring disability out of being silent and sidelined (Williams and Hagood, 2019). I have anAcademia.Eduaccount which I use to publish my research to my network of followers on twitter and facebook. Feedback like this is very helpful, and its encouraging to see that a high-profile academic is promoting us amongst their colleagues. Robert Gordon University. It IS helpful because it liberates me from a nagging doubt This evolution has occurred as my confidence has increased and the demand for my time in the number of workshops delivered increases, leading to the need for developing workshops which form a universal base that can be adapted easily and quickly to suit the subject area, the subjects ways of learning, the level of study, and the physical learning environment [A1, A2, A4, K2, K4, V4], in an effort to make efficient use of my time and begin to teach smarter (Race and Pickford, 2007, p.1). This is aimed at lecturers, specifically those who attended a presentation I did with fellow Learning Technologist, Julian Prior, titled Rethinking Pedagogy with New Technologies at the recent Solent Exchange 2013. Most of my knowledge and experience comes from CPD and personal development activities that I have undertook so that I am able to confidently design learning activities that align to my objectives and outcomes. All the experience and evidence included in your application must relate to teaching and/or support for learning practice related to higher education provision such as: + level 4 or above within the Framework for Higher Education Qualifications (FHEQ) in Key guides for effective teaching in higher education series. It is a vital component of my role to always consider the pedagogy or process first, rather than try to build learning activities in order to use a specific technology. Consider your audience; write for an intelligent, non-specialist (i.e., make sure the terminology will be understandable to someone outside your field). Other aspects of the academic role such as research, involvement in academic societies, administrations etc., may be relevant to the Fellowship application, but only in as much as they relate to learning and teaching in higher education. 2 case studies (1500 words each) that evidence 2 particular examples of your leadership in relation to teaching and learning, and that demonstrate your . Having students share their analyses in class, I was able to recognise that the ILO had been achieved (K5). I like presenting at conferences too; any opportunity to get out there and show them what Solent are up to and how creative our lecturers and students are. Working alongside two senior members of the FBSE Business School, we were able to write a more focussed assignment brief that reflected what exactly the lecturers wanted to see that also aligned with the learning outcomes of the unit: To further support the lecturers and students I agreed to develop tasks to be drip-fed into the unit to help keep them on track, along with an example of what the myPortfolio page should look like and a template to copy: It is hoped that the students will now be more focussed on what is asked of them, rather than upload lots of documents thataren'treferred to in the 3000 wordreflection, thus reducing the time wasted by the lecturers opening every document hunting for their relevance. Available at:https://cjds.uwaterloo.ca/index.php/cjds/article/view/690. Fel. Available at:https://cjds.uwaterloo.ca/index.php/cjds/article/view/707. (2020) Rebooting Inclusive Education? Descriptors, outcome (Accept / Borderline / Refer), and any special comments: 2.I Successful engagement across all five Areas of ActivityAccept, 2.II Appropriate knowledge and understanding across all aspects of Core KnowledgeAccept, 2.III A commitment to all the Professional ValuesAccept. Just drop me a line any timeu and we can meet up for a HEA chat. Support for writing your application. I also enjoy writing and have written a report and contributed to two journal articles that have been published inDialogue(the SSU internal publication). Published On: 04/02/2022 105117. All HEA Fellowship applications need to be submitted as one . Every now and then Ill work together with my colleagues to put on workshops and seminars that support specific areas of technology enhanced teaching and learning (for example the twitter workshops mentioned in A2). Required fields are marked *. Below, I share with you my portfolio in the hope that you too might glean some ideas and inspiration for your own fellowship applications and critical reflections on your teaching. (2020) I dont like to be told that I view a student with a deficit mindset: Why it Matters that Disability Studies in Education Continues to Grow,Canadian Journal of Disability Studies, 9(5), pp. When I was preparing to submit for Fellowship (FHEA), I struggled to find enough examples of written applications which werent from an academic lens, particularly in a librarian context where our relationship to certain aspects of the UK Professional Standards Framework (UKPSF)such as assessmentis somewhat different. Abingdon, Oxon: Routledge, pp. The first is the theory of information landscapes (Lloyd, 2010) which aims to theorise and understand the ways in which people move contextually in, amongst and between socially constructed information in their lives, which itself relies heavily on social constructivism (Vygotsky, 1978). Blunkett, D., Mitchell, K. and Norton, P. (2020)Arriving At Thriving: Learning from disabled students to ensure access for all | Policy Connect. I also useSlideShareto publish my presentations, and to date have had over 10,000 hits on my PowerPoint slides. I find the newly hyped MOOCs are having such a huge impact on my career and my confidence in role. All the experience and evidence included in an application for fellowship must relate to teaching and/or support for learning practice related to higher education provision such as: + level 4 or above within the Framework for Higher Education Qualifications (FHEQ) in England, Wales and Northern Ireland, or equivalent; + If you have not heard of this scheme before, Advance HE Academy (formerly the Higher Education . For example, I will often ask them to think alone, do a short task, share outcomes with neighbour/peers and evaluate in groups to feedback to the rest of the class. Participation in this aspect of the activity was moderate, so for next year I need to explore classroom power and the ways in which I can encourage students to voice their critiques of class work. This idea of connected experiences and journeys in knowledge creation/discovery as part of information work is also part of my philosophy to move away from traditional forms of library instruction in one-shot paradigms, to the scaffolded building of knowledges. MSc Information and Library Studies, Robert Gordon University, 2019. I believe its through my experiences as a teacher that I have been able to successful support SSU staff with technology enhanced practices. If you could, how would you? educating your staff and students about copyright. As time went on, I noticed something interesting.