Handbook For Professional Recognition of Teaching at Strathclyde Final June 2017

PROFESSIONAL
RECOGNITION OF
TEACHING AT
STRATHCLYDE
Routes to Higher Education Academy Fellowship

Recognition
This handbook provides detail of both taught and experiential

pathways to HEA Fellowship Recognition.
the place of useful learning

The University of Strathclyde is a charitable body, registered in Scotland, number SC015263
Professional Recognition of Teaching at Strathclyde
Contents
1. WELCOME ......................................................................................................... 3
2. INTRODUCTION ................................................................................................ 3
HEA Fellowship ....................................................................................................... 4
3. THE UK PROFESSIONAL STANDARDS FRAMEWORK (UKPSF).................. 4
Dimensions of Practice ........................................................................................... 5
Descriptors .............................................................................................................. 6
4. ACADEMIC DEVELOPMENT AT STRATHCLYDE ........................................... 6
Learning and Teaching Development Programmes ................................................ 6
Strathclyde Teaching Excellence Programme (STEP) .......................................... 6
Strathclyde Programme for Academic practice, Researcher development and Knowledge
Exchange (SPARK) .............................................................................................. 7
Academic Development Staff .................................................................................. 7
5. RECOGNITION PATHWAYS AT STRATHCLYDE ............................................ 9
Selecting a Recognition Category and Getting Started ......................................... 10
Associate Fellowship............................................................................................. 11
Taught Pathway .................................................................................................. 11
Experiential Pathway .......................................................................................... 12
Fellowship ............................................................................................................. 13
Taught Pathway .................................................................................................. 13
Senior Fellowship .................................................................................................. 15
Principal Fellowship .............................................................................................. 16
6. SUBMITTING YOUR APPLICATION ............................................................... 17
Taught Pathways .................................................................................................. 17
Experiential Pathways ........................................................................................... 17
References and Referees ................................................................................... 17
7. ASSESSMENT OF APPLICATIONS ............................................................... 18
Associate Fellowship and Fellowship Application Assessment ............................. 18
Taught Route ...................................................................................................... 18
Experiential Route .............................................................................................. 20
Senior Fellowship Application Assessment ........................................................... 20
Quality Assurance ................................................................................................. 21
Taught Pathways ................................................................................................ 21
8. MAINTAINING GOOD STANDING AND STAYING INVOLVED...................... 22
Academic Development Support at Strathclyde .................................................... 22
Strathclyde Teaching Excellence Programme (STEP) ........................................ 22
Strathclyde Programme for Academic practice, Researcher development and Knowledge
Exchange (SPARK) ............................................................................................ 23
9. CONTACT DETAILS ........................................................................................ 23
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APPENDIX 1: TEACHING LEARNING AND ASSESSMENT WITHIN THE DISCIPLINES

SYLLABUS ............................................................................................................. 24
APPENDIX 2: SYLLABI FOR D2/FHEA (TAUGHT) OPTIONAL 20-CREDIT CLASSES 29
APPENDIX 3: TRACKING ENGAGEMENT WITH UKPSF .................................... 51
APPENDIX 4: AFHEA TAUGHT APPLICATION.................................................... 57
APPENDIX 5: FHEA TAUGHT APPLICATION ...................................................... 61
APPENDIX 6: AFHEA GUIDANCE DOCUMENT ................................................... 65
APPENDIX 7: AFHEA GUIDANCE NOTES FOR REFEREES ............................... 78
APPENDIX 8: AFHEA SUBMISSION TEMPLATE ................................................. 82
APPENDIX 9: FHEA GUIDANCE DOCUMENT...................................................... 87
APPENDIX 10: FHEA GUIDANCE NOTES FOR REFEREES ............................. 100
APPENDIX 11: FHEA SUBMISSION TEMPLATE ............................................... 104
APPENDIX 12: SFHEA GUIDANCE DOCUMENT ............................................... 109
APPENDIX 13: SFHEA GUIDANCE NOTES FOR REFEREES ........................... 120
APPENDIX 14: SFHEA SUBMISSION TEMPLATE ............................................. 125
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1. WELCOME
We are delighted to have the opportunity to introduce Strathclyde’s framework for Professional
Recognition of Teaching at Strathclyde. Through participation in this framework (accredited by the
Higher Education Academy) staff will have the opportunity to bring together a combination of
development opportunities and experience to gain Fellowship of the Higher Education Academy,
an internationally recognised recognition of professional practice in learning and teaching in
higher education. The framework is available, without cost, to all staff involved in learning and
teaching, including those who teach, and those who support teaching, including support and
technical staff.
The recognition framework at Strathclyde is supported and underpinned by the highly successful
Strathclyde Teaching Excellence Programme (STEP) and provides a strategic link for a number of
institutional priorities and programmes, including university and learning and teaching strategy,
academic probation requirements, and the Annual Developmental Review (ADR) process.
Importantly, the framework provides a mechanism for university staff to gain recognition for their
experience and achievements in learning and teaching.
We strongly encourage you to engage with this framework and make full use of the development
and recognition opportunities that it has to offer.
Brian Green
Deputy Associate Principal (Learning and Teaching)
2. INTRODUCTION
Welcome to Strathclyde’s Framework for Professional Recognition of Teaching. This framework

provides a tool for you to plan your development in learning and teaching, and has been approved
and accredited by the Higher Education Academy so that your participation in elements of this
framework can be recognised through the award of an appropriate category of fellowship of the
Higher Education Academy.
Participation in this framework is free and is open to all staff involved in learning and teaching,
including those who teach, and those who support teaching, including support and technical staff.
A flexible approach is offered that allows staff to consider the most appropriate category of
fellowship and bring together a combination of experience and development opportunities to their
application.
This handbook provides information about the categories of fellowship available and the process
by which applications can be make for these through the Strathclyde framework.
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HEA Fellowship
HEA Fellowship is an international recognition of a commitment to professionalism in teaching

and learning in higher education and demonstrates that your practice is aligned with the UK
Professional Standards Framework (UKPSF). To date over 75,000 individuals have become
Fellows of the HEA.
HEA Fellowship brings a range of benefits to develop and progress your career. It provides a
valuable measure of success and is increasingly sought by employers across the higher
education sector as a condition of appointment and promotion.
Strathclyde’s Framework for Professional Recognition of Teaching is accredited to award the

status of Associate Fellow, Fellow, or Senior Fellow of the HEA. It is awarded to those who have
met the appropriate standards in teaching and supporting learning in HE, under the UK
Professional Standards Framework (UKPSF). Individuals who wish to apply for Principal
Fellowship of the HEA should do so individually through the HEA, and support for this is available
from the Academic Development team within the Organisational and Staff Development Unit
(OSDU).
Fellowship offers many benefits, including:
 Internationally recognised recognition of your professional practice in HE, and alignment of

that practice with the UKPSF.
 Entitlement to use post-nominal letters according to the category of fellowship awarded,
(AFHEA, FHEA, SFHEA, PFHEA)
 Transferable asset of UK wide relevance,increasingly sought by employers across the
education sector as a condition of appointment and promotion. Fellowship is increasingly
recognised by international institutions
3. THE UK PROFESSIONAL STANDARDS FRAMEWORK

(UKPSF)
The UKPSF provides a general description of the main 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 national framework for comprehensively recognising and
benchmarking teaching and learning support roles within higher education.
The UKPSF can be viewed in full at the following link,

https://www.heacademy.ac.uk/sites/default/files/downloads/ukpsf_2011_english.pdf
The framework has two components,
 Dimensions of Practice
 Descriptors
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Dimensions of Practice
 The Dimensions of Practice are a set of statements outlining the,
o Areas of Activity undertaken by teachers and supporters of learning within HE

o Core Knowledge that is needed to carry out those activities at the appropriate
category
o Professional Values that someone performing these activities should embrace and
exemplify.
The Dimensions of Practice as described in the UKPSF are shown in Figure 1 below,
Figure 1: Dimensions of Practice described in the UKPSF
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Descriptors
The UKPSF Descriptors are a set of statements outlining the key characteristics of someone
evidencing four broad categories of typical teaching and learning support roles within HE. The
HEA offers four categories of fellowship recognition and these correlate to the four Descriptor
categories defined in the UKPSF. These are described as follows,
 Descriptor 1: Associate Fellow of the HEA

 Descriptor 2: Fellow of the HEA
 Descriptor 3: Senior Fellow of the HEA
 Descriptor 4: Principal Fellow of the HEA
4. ACADEMIC DEVELOPMENT AT STRATHCLYDE
Learning and Teaching Development Programmes
The Strathclyde Academic Development team currently offer two main programmes for staff
learning and teaching development and these are as follows,
 Strathclyde Teaching Excellence Programme (STEP); and

 Strathclyde Programme in Academic practice, Researcher development and Knowledge
exchange (SPARK).
Strathclyde Teaching Excellence Programme (STEP)
The STEP programme is aimed at meeting the development needs of all university staff involved
in learning and teaching. This programme offers CPD provision for staff in learning and teaching
and academic credit is not generally available to participants through this programme.
STEP provides an ongoing suite of relevant and practical opportunities for staff to enhance their
skills in teaching, learning, assessment and feedback, and in the use of innovative techniquest
and technologies to grow and support Strathclyde’s current and future learning and teaching
talent. The programme is flexible and those who engage with the programme can select their own
mix of activities to meet their own needs.
The STEP programme is aligned with and mapped to the UKPSF, allowing the programme to
readily be used to plan development activities to support recognition applications.
A variety of CPD opportunities in learning and teaching are available through STEP, and further
details can be found on the programme website,
http://www.strath.ac.uk/hr/learninganddevelopment/step/.
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In addition to a regular programme of workshops and targetted CPD, there are a number of
masterclasses and challenge events within the programme as well as a series of high profile peer
support networks.
Strathclyde Programme for Academic practice, Researcher development and

Knowledge Exchange (SPARK)
The SPARK programme is an academically accredited programme which is available to university

staff at no cost, and allows participants to achieve up to MSc level (with exit points at PgCert and
PgDip) in the following areas,
 Learning and Teaching in Higher Education;

 Researcher Development;
 Knowledge Exchange; and
 Academic Practice.
The key target audience for the SPARK programme is early career academic professional staff,
and the programme provides the means by which staff can obtain the required 30 academic
credits required to fulfil probation requirements.
Whilst SPARK is primarily targeted at new and early career staff, it is also designed with
Continuing Professional Development (CPD) in mind, seeking to address the needs of more
established and experienced staff members who are planning to undertake management and
leadership roles. Experienced staff are encouraged to build on previous professional
development, acquiring additional credits towards higher degrees, or they may undertake non-
graduating study as part of their planned CPD.
Academic Development Staff
Stuart Boon, FHEA
Stuart Boon is the Academic Development Director within the

Organisational and Staff Development Unit and has overall
responsibility for the SPARK programme and its four course pathways
in Teaching & Learning, Researcher Development, Knowledge
Exchange, and Academic Practice. Stuart has worked as an
educational and academic developer at Strathclyde for 12 years and
has led the strategic diversification of developmental opportunities
(e.g. RD and KE pathways) available for staff in the University since
that time.
Stuart’s research interests include pedagogical uses of emerging

technologies, researcher development, information literacy, curriculum design and renewal, and
issues relating to academic and professional identity. Nationally, Stuart is a member of the
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Scottish Higher Education Development group (SHED) and the Standing Committee on Academic
Practice (SCAP), the Higher Education Developers Community (HEDC) group, and the Heads of
Educational Development Group (HEDG). He is an occasional reviewer for PESTLHE and IJAD, a
referee for AHRC, and has acted as a consultant for the HEA and QAA.
Stuart contributes to a number of classes across the SPARK programme.
Dr. Katy Savage, SFHEA
Katy Savage is the Academic Development Lead for Learning and Teaching at
the University, within the Organisational and Staff Development Unit (OSDU).
A Senior Fellow of the HEA, Katy leads on the Professional Recognition of
Teaching at Strathclyde programme, the Strathclyde Teaching Excellence
Programme (STEP) as well as the MSc/PgDip/PgCert Learning and Teaching
in Higher Education course within SPARK, providing both leadership and
direct teaching input across the programmes.
Katy contributes to the University's educational strategy as part of Senate,

Learning Enhancement Committee, and other relevant committees, including faculty learning
enhancement committees, and several university-wide steering groups, including learning
analytics, student transitions, and Transforming the Experience of Students Through Assessment
(TESTA). Her research interests include student transitions, transformation of assessment and
feedback practices, as well as enhancing the student experience through use of blended and
online pedagogies.
Katy is CPD co-ordinator and a member of the executive committee of the Scottish Higher
Education Development group (SHED).
Dr. Emma Compton-Daw, FHEA
Emma Compton-Daw is the Academic Development Lead for Research within the Organisational
and Staff Development Unit. Emma leads on Strathclyde’s researcher development activities for
early career staff. A key aspect of her role is leading the Researcher Development Pathway
within the SPARK programme. She also provides direct teaching input on classes within this
pathway, in particular in relation to supervision and career development, as well as more widely
across the whole SPARK programme. Emma works closely with her colleagues to support the
educational development of early career staff in preparation for their current and future teaching
roles through leadership of course development and demonstration of best practice within
classes.
Emma contributes more widely to strategy across the university and nationally in relation to the
training and development of early career staff through membership of university and external
committees, publications and conference presentation.
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5. RECOGNITION PATHWAYS AT STRATHCLYDE
Strathclyde University offers a flexible approach to fellowship recognition, offering both taught and
experiential pathways for Associate Fellow and Fellow of the HEA (UKPSF descriptor categories
D1 and D2). For Senior Fellowship of the HEA (UKPSF descriptor category D3), application is
through the experiential route. Note that we do not offer a recognition pathway to Principal
Fellowship of the HEA (UKPSF descriptor category D4), and individuals can apply for this directly
through the HEA.
Regardless of which pathway you choose to follow, you will engage fully with the UKPSF and will
be responsible for evidencing your engagement with this framework.
Although the taught and experiential pathways are distinct, it is entirely possible to switch between
the pathways. For example, you might gain D1/AFHEA through the Experiential pathway, and
then later in your career complete the required academic classes to obtain D2/FHEA recognition
through the Taught pathway.
The pathways for recognition at Strathclyde are summarised in Table 1 below.
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Table 1: Strathclyde Recognition Framework

Recognition Category Individual Role Route 1 (Taught Route 2 (Experiential
Pathway) Pathway)
HEA Associate Fellow Early career researchers Teaching Learning and Submission of Account of
with some teaching Assessment within the Professional Practice
responsibilities, or staff Disciplines (20 credits, (approx. 1500 - 2000
involved in supporting SCQF level 11) words) plus 2 statements
learning and teaching. from referees.
Normally at least 1
semester of relevant
activity
HEA Fellow Early career and Teaching Learning and Submission of Account of
experienced academics Assessment within the Professional Practice
with teaching Disciplines (20 credits, (approx. 3000 words)
responsibilities SCQF level 11) plus 2 statements from
referees.
Normally at least 1 AND
academic year of relevant
activity (including 1 additional 20-credit
evaluation and reflection) class from the Learning
and Teaching in HE core
classes.
HEA Senior Fellow Individuals with sustained Submission of Account of

record in leading, Professional Practice and
managing, organising 2 case studies (approx.
programmes or discipline 6000 words) plus 2
areas statements from
referees.
HEA Principal Fellow Highly experienced

academics with sustained No accredited Strathclyde route. Individual
record of impact at a applications through HEA
strategic level in learning
and teaching.
Selecting a Recognition Category and Getting Started
The first step to getting started in the programme is to register to attend a “Professional
Recognition of Learning and Teaching Information Workshop”. This workshop will introduce
you to the Strathclyde Recognition Pathways, discuss the requirements for recognition, assist you
in selecting the most appropriate Descriptor category to work toward, and provide information on
peer support networks and developmental opportunities to support you in your journey to
successful accreditation.
You can register to attend one of these workshops through the course booking system.
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Associate Fellowship
For D1/AFHEA recognition, applicants can choose between the taught and experiential pathways.
This category of recognition might be appropriate for you if you have a role in supporting learning
and teaching or providing student support. Additionally this category may be suitable for Graduate
Teaching Assistants or Early Career Researchers who have small amounts of teaching, which
may be supported by other staff.
The UKPSF describes typical role/career stages for those likely to be at D1/AFHEA category and
these include,
 Early career researchers with some teaching responsibilities (e.g. PhD students, Graduate
Teaching Assistants, contract researchers/post doctoral researchers etc.);
 Staff new to teaching (including those with part-time academic responsibilities);
 Staff who support academic provision (e.g. learning technologists, learning developers and
learning resource/library staff);
 Staff who undertake demonstrator/ technician roles that incorporate some teaching-related
responsibilities; and
 Experienced staff in relevant professional areas who may be new to teaching and/or
supporting learning, or who have a limited teaching portfolio.
Associate fellowship is aligned to Descriptor 1 of the UKPSF and applicants have to demonstrate
professional engagement with any two Areas of Activity in the UKPSF as well as at least K1 and
K2 of the Core Knowledge dimensions together with an appropriate engagement with the
Professional Values.
In order to ensure that you have sufficient experience upon which to draw to evidence a claim for
Associate Fellowship, we normally expect applicants to have a minimum of at least one semester
of relevant activity.
Taught Pathway
Completion of the following has been accredited by the HEA to allow achievement of Associate
Fellowship of the HEA (D1/AFHEA),
 The 20-credit “Teaching, Learning and Assessment within the Disciplines” (TLA) class and
its associated assessment has been accredited by the HEA to allow achievement of
D1/AFHEA. This class is the core class from the Learning and Teaching in Higher
Education pathway of the Strathclyde Programme for Academic practice, Researcher
development and Knowledge exchange (SPARK), and as such can be applied toward
probation requirements. It is offered in September and January of each year and runs over
a period of at least 14 months so that participants are supported in their learning and
teaching development through a full academic cycle. The syllabus for this class is found in
Appendix 1 of this handbook, and class availability and booking information can be found
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through the course booking system.
 Submission of “Tracking Engagement with UKPSF” document (shown in Appendix 3). This
is a self-tracker document which provides a means for you to plan, develop and track your
meaningful engagement with the UKPSF during your journey through the taught
programme, and indeed beyond as you continue to develop in their learning and teaching
role.
 You should use the tracker to record your successful engagement with the UKPSF for
each class and associated assessments that you complete. The self-tracker document
must be submitted with each assessment submission as well as with your overall
recognition application so that instructors and exam boards can verify the appropriate
engagement with UKPSF
 Submission of the AFHEA (taught) Application (shown in Appendix 4) and demonstration

of relevant engagement with practice
Experiential Pathway
The experiential pathway to Associate Fellowship recognition (D1/AFHEA) requires you to submit
a reflective Account of Professional Practice (approximately 1500 – 2000 words) plus 2
statements from referees. Full details of the requirements (including guidance on the selection of
referees) and a submission template can be found in Appendices 6 and 8 of this handbook.
To support you in your experiential D1/AFHEA application you will have the opportunity to,
 attend a “Professional Recognition of Learning and Teaching Information Workshop”,

which will introduce you to the Strathclyde Recognition Pathways, discuss the
requirements for recognition, assist you in selecting the most appropriate Descriptor
category to work toward, and provide information on peer support networks, development
opportunites and supported writing sessions to support you in your journey to successful
recognition. Attending this workshop is a requirement of this pathway;
 Attend the “HEA Associate Fellowship and Fellowship Peer Support Network” to allow you
to seek peer and academic development support for mapping your practice to the UKPSF
and writing your reflective Account of Professional Practice;
 Attend development opportunities such as the 3-day Enhancing Learning and Teaching at
Strathclyde course, and other appropriate courses from the Strathclyde Teaching
Excellence Programme (STEP); and
 Attend HEA Fellowship application writing days to allow you the required time and space to
reflect on and write your application. These workshops are facilitated by Stuart Boon, who
has specific expertise and experience in supporting the writing process.
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Fellowship
For Fellowship recognition, applicants can choose between taught and experiential pathways,
allowing an individualised approach to recognition and to support staff in their wider
developmental pathways.
This category of recognition is likely to be suitable for you if you are engaged in a wide range of
teaching activities and if you engage in continuous professional development activities that
support a reflective approach to your practice.
The UKPSF describes typical role/career stages for those likely to be at D2/FHEA category and
these include,
 Early career academics;

 Academic-related and/or support staff holding substantive teaching and learning
responsibilities;
 Experienced academics relatively new to UK higher education; and
 Staff with (sometimes significant) teaching-only responsibilities including, for example,
within work- and placement-based settings.
D2/FHEA is aligned to Descriptor 2 of the UKPSF and applicants need to be able to demonstrate
engagement with all areas of the UKPSF.
In order to ensure that you have sufficient experience upon which to draw to evidence a claim for
Fellowship, we normally expect applicants to have a minimum of at least one academic year of
relevant activity (including evaluation and reflection).
Taught Pathway
Completion of the following has been accredited by the HEA to allow achievement of Fellowship
of the HEA (D2/FHEA),
 “Teaching Learning and Assessment within the Disciplines”. This 20-credit class is core for
both the “Learning and Teaching in Higher Education” and the “Academic Practice”
pathways within the Strathclyde Programme for Academic practice, Research development
and Knowledge exchange (SPARK). It can also be taken as an elective course for the
“Researcher Development” and “Knowledge Exchange” pathways within the SPARK
programme. Information about the SPARK programme can be found at the following link,
http://www.strath.ac.uk/hr/learninganddevelopment/spark/
This class is offered in September and January of each year and runs over the course of at
least 14 months so that participants are supported in their learning and teaching
development over the course of a full academic cycle. The syllabus for this class is found
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in Appendix 1 of this handbook, and class availability and booking information can be
found through the course booking system.
 One additional 20-credit class from the “Learning and Teaching in Higher Education”
pathway ‘recommended’ classes. The options for this can be found at the following link,
http://www.strath.ac.uk/media/ps/humanresources/cse/aas/Learning_and_Teaching_Modul
es.pdf and the syllabi for these classes can be found in Appendix 2 of this handbook.
These classes may be applied as ‘optional’ classes to awards in the “Researcher
Development”, “Knowledge Exchange” and “Academic Practice” pathways of the SPARK
programme, ensuring maximum flexibility and support of individual development pathways.
The 20-credit classes that can be taken to fulfill this requirement are,
o Course (Re)Design
o Supervising Postgraduate Research
o Academic Writing
o Teaching and Learning Online
o Developing an Inclusive Curriculum
o Management and Leadership in Higher Education
o Independent Enquiry
While completion of the 20-credit core module, Teaching Learning and Assessment
within the Disciplines, provides participants with an opportunity to engage with all of the
dimensions of UKPSF, completion of one of these additional classes allows participants
to continue and extend their development by re-engaging with selected dimensions in
more depth.
 Submission of “Tracking Engagement with UKPSF” document (shown in Appendix 3). This
is a self-tracker document which provides a means for you to plan, develop and track your
meaningful engagement with the UKPSF during your journey through the taught
programme, and indeed beyond as you continue to develop in their learning and teaching
role.
You should use the tracker to record your successful engagement with the UKPSF for
each class and associated assessments that you complete. The self-tracker document
must be submitted with each assessment submission as well as with your overall
recognition application so that instructors and exam boards can verify the appropriate
engagement with UKPSF
 Submission of the D2/FHEA (taught) Application (shown in Appendix 5) and demonstration

of relevant engagement with practice.
The experiential pathway to D2/FHEA recognition requires you to submit an Account of
Professional Practice (approximately 3000 words) plus 2 statements from referees. Full details of
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the requirements (including guidance on the selection of referees) and a submission template can
be found in Appendices 9 and 11 of this handbook.
To support you in your experiential D2/FHEA application you will have the opportunity to,

which will introduce you to the Strathclyde Recognition Pathways, discuss the
 Attend the “HEA Associate Fellowship and Fellowship Peer Support Network” to allow you
to seek peer and academic development support for mapping your practice to the UKPSF
and writing your reflective Account of Professional Practice;
 Attend development opportunities such as the 3-day Enhancing Learning and Teaching at
Strathclyde course, and other appropriate courses from the Strathclyde Teaching
Excellence Programme (STEP); and
has expertise and experience in supporting the writing process.
Senior Fellowship
Senior fellowship requires demonstration of a sustained record of effectiveness in leading learning

and teaching, and influencing professional practice of others. As such there is no taught pathway
for this route, and application is solely through the experiential pathway.
This category of recognition may be suitable if you are member of staff with significant
responsibility for leading, managing or organising programmes for subjects/disciplines, an
experienced subject mentor or someone who supports those new to teaching, and/or an
experienced member of staff with departmental or wider teaching/learning support advisory
responsibilities within the university.
The UKPSF describes typical role/career stages for those likely to be at D3/SFHEA category and
these include,
 Experienced staff able to demonstrate, impact and influence through, for example,
responsibility for leading, managing or organising programmes, subjects and/or disciplinary
areas
 Experienced subject mentors and staff who support those new to teaching
 Experienced staff with departmental and/or wider teaching and learning support advisory
responsibilities within an institution
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Senior Fellowship is aligned to Descriptor 3 of the UKPSF and applicants need to be able to
demonstrate sustained and effective working across all areas of the UKPSF as well as an
established record relating to teaching and learning and management/leadership of specific
aspects of teaching provision.
D3/SFHEA recognition is only available via the experiential pathway.
To support you in your experiential FHEA application you will have the opportunity to,

which will introduce you to the Strathclyde Recognition Framework, discuss the
 Attend the “HEA Senior Fellowship Peer Support Network” to allow you to seek peer and
academic development support for mapping your practice to the UKPSF, writing your
reflective Account of Professional Practice, and identifying and writing case studies;
 Attend development opportunities such as appropriate courses from the Strathclyde

Teaching Excellence Programme (STEP); and
has expertise and experience in supporting the writing process.
Principal Fellowship
Strathclyde has no formal accredited framework for recognition at Principal fellowship, though
colleagues interested in applying for this category of recognition will be supported through a
D4/PFHEA peer support network. Recognition applications can be made individually through the
Higher Education Academy. Information can be found at the following link,
https://www.heacademy.ac.uk/recognition-accreditation/fellowships/become-principal-fellow-hea
Please contact the recognition team at Strathclyde for further information on available support.
[email protected]
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6. SUBMITTING YOUR APPLICATION
Taught Pathways
On completion of the required classes, the application form shown in Appendix 4 (D1/AFHEA) or
5 (D2/FHEA) should be submitted together with your “Tracking Engagement with UKPSF”
document via e-mail to [email protected] We will acknowledge your application and
let you know when you should expect to hear from us regarding the decision on your application.
Academic credits are awarded and D1/AFHEA and D2/FHEA awards made at the next available
SPARK Examination Board (normally in September of each year).
If your application is successful, we will submit your details to the HEA and you will then receive
an e-mail directly from the HEA informing you that recognition has been rewarded. You will be
able to log into your MyHEA account to print your certificate of recognition.
If your application is unsuccessful we will contact you to let you know this and provide you with
feedback highlighting areas of good practice, areas for development, and required amendments
for resubmission.
Experiential Pathways
For experiential pathway applications you should complete the appropriate application template
(found in Appendices 8, 11 and 14) and submit via e-mail to [email protected] We will
acknowledge your application and let you know when you should expect to hear from us
regarding the decision on your application. Review panels will take place twice per year and your
application will normally be reviewed at the next scheduled panel following your submission.
If your application is successful, we will let you know, and then submit your details to the HEA.
You will then receive an e-mail directly from the HEA informing you that recognition has been
rewarded. You will be able to log into your MyHEA account to print your certificate of recognition.
References and Referees
Applications via the experiential pathway require the submission of written references from 2
referees. Specific guidance for references and referees is in the “Guidance Notes for Referees”
for each individual category of recognition (Appendices 7, 10 and 13). However, in general you
should select referees who are in a position to comment on and substantiate your record of
effectiveness in relation to teaching and the support of learning in higher education. If you are
applying for D3/SFHEA recognition your referee should also be able to comment on your
contribution to course organisation and management of teaching and/or those teaching.
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You may find it useful and supportive to consider asking your ADR reviewer to provide a
reference. You might also consider asking your line manager, supervisor, mentor, colleague/peer,
head of department or head of teaching to provide a reference for you.
At least one of your referees should hold at least Fellowship of the HEA recognition.
The reference provided should specifically support your application and should NOT be a general
academic reference.
Your referees will need to read in detail your completed application form and we also recommend
that you arrange a meeting with them to review your application. It is your responsibility to identify
referees, collect your references, and include them in your application.
7. ASSESSMENT OF APPLICATIONS
Associate Fellowship and Fellowship Application Assessment
Taught Route
For the taught routes at D1/AFHEA and D2/FHEA categories, assessments are based on
completing and passing the assignments for the required courses. These assignments are
marked by the instructor responsible for the class who is trained in making fellowship judgements
and holds at least D2/FHEA recognition. Assessments are marked on a pass/fail basis and
personalised feedback is provided. If a participant does not pass the class assessments at the
first opportunity, then one resubmission opportunity is available. Again, the course instructor is
responsible for assessment.
On completion of the required classes, the application form shown in Appendix 4 (D1/AFHEA) or
5 (D2/FHEA) together with your “Tracking Engagement with UKPSF” document (Appendix 3)
should be submitted via e-mail to [email protected] We will acknowledge your
application and let you know when you should expect to hear from us regarding the decision on
your application.
A recommendation is put forward to the next available exam board based on eligibility and
assessment criteria being met. The academic external examiner for the academic programme will
provide moderation for both the academic and fellowship recognition aspects of the programme,
and they will hold recognition at either D3/SFHEA or D4/PFHEA category. The external examiner
will review assessments and applications from a range of all submissions. At the formal
examination board academic credits are awarded and D1/AFHEA and D2/FHEA awards made
simultaneously. The exam board currently takes place annually in September.
If your application is successful, we will submit your details to the HEA and you will then receive
an e-mail directly from the HEA informing you that recognition has been rewarded. You will be
able to log into your MyHEA account to print your certificate of recognition.
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feedback and support highlighting areas of good practice, areas for development, and required
amendments for resubmission.
The assessment processes for D1/AFHEA and D2/FHEA are shown in figures 1 and 2 below,
Figure 1: D1/AFHEA Assessment process
Exam board
Submission of • Simultaneous award of
D1/AFHEA academic credit and
Core TLA Module Application and External examiner AFHEA recognition
completion "Tracking moderation
Engagement with
UKPSF document
Figure 2: D2/FHEA Assessment Process
Submission of Exam board

Additional 20 D2/FHEA • Simultaneous
award of academic
Core TLA credit class from Application form External credit and FHEA
Module Learning and and "Tracking examiner recognition
completion Teaching in HE Engagement moderation
completion with UKPSF
document
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Experiential Route
Experiential applications for D1/AFHEA and D2/FHEA categories will be assessed by 2 reviewers,
both holding at least Fellowship recognition, and having received structured training to support
them in this role. Review panels will take place twice per year and your application will normally
be reviewed at the next scheduled panel following your submission.
The reviewers will be looking for evidence that your approach to teaching and/or supporting
learning is grounded in an understanding of how learners develop knowledge and practice within
your discipline or role. Your evidence should therefore be reflective, not just descriptive. They will
also look for indications of how you evaluate your effectiveness and how you develop your
approach in the light of your experience and continuing professional development. A holistic
approach to reviewing your application will be adopted and reviewers will seek evidence from
across your application.
If your application is “referred”, we will contact you to let you know this and provide you with
for resubmission.
If your application is unsuccessful we will let you know and provide feedback to support future
development.
In considering D2/FHEA applications, a review panel may recommend that a D1/AFHEA

recognition award may be more appropriate. If this outcome applies to you we will contact you to
explain this and discuss the options available to you.
Senior Fellowship Application Assessment
Experiential applications for D3/SFHEA will be assessed by a panel of three reviewers, including
two internal reviewers each holding at least Fellowship recognition, and at least one of which will
hold senior fellowship recognition, and an external reviewer, approved by the HEA who will hold at
least senior fellowship recognition. This panel will meet every 6 months and your application will
normally be reviewed at the next available panel following your application submission. Following
your submission we will contact you to confirm that your application has been received and let you
know when you should expect to hear the outcome.
The panel will review your application and look for evidence that your approach to
teaching/supporting and managing learning is grounded in an understanding of how learners
develop knowledge and practice within your discipline or role. Your evidence should therefore be
reflective, not just descriptive. The panel will also look for indications of how you evaluate your
effectiveness and how you develop your approach in the light of your experience and continuing
Page 20
professional development. A holistic approach to reviewing your application will be adopted and
the panel will seek evidence from across your application. A critical characteristic of Senior
Fellows is that they are able to demonstrate the successful coordination, support, supervision,
management and/or mentoring of others (whether individuals or teams) in relation to learning and
teaching.
for resubmission.
Quality Assurance
Taught Pathways
The classes required in the taught pathway for recognition are part of the Learning and Teaching
in Higher Education pathway within the SPARK programme. This programme is academically
validated through the University’s QA governance structures, through the Faculty of Humanities &
Social Sciences and Senate. An external examiner is appointed to the programme and
simultaneously provides both academic and recognition moderation.
Academic appeals can be made by following the university’s “Personal Circumstances &
Academic Appeals Procedure” which is published on the university’s website.
For fellowship recognition decisions, participants can make process-related appeals to the Chair
of the Strathclyde Recognition Framework Committee. Participants cannot appeal the decision of
this committee, which is final.
Staff within the institution support the recognition pathways through acting as peer network
mentors and reviewers. Staff cannot act as a reviewer for anyone they have mentored or anyone
within their own faculty.
An external reviewer will participate in the review of all D3/SFHEA applications and will provide
moderation for a sample of D1/AFHEA and D2/FHEA applications. The external reviewer will also
be present at and contribute to meetings of the Strathclyde Professional Recognition Framework
Committee.
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Quality and standards of applications, and the assessment process, will be reviewed by the
Strathclyde Recognition Framework Committee, who will report to Senate through the University’s
Learning Enhancement Committee (LEC).
An applicant can make a process related appeal to the Chair of the Strathclyde Recognition
Framework Committee. Applicants cannot appeal the decision of the committee, which is final.
8. MAINTAINING GOOD STANDING AND STAYING INVOLVED
It is an expectation of all categories of fellowship that applicants continue to engage in CPD

activities to to ensure they remain in good standing and continue to work in line with their relevant
Fellow descriptor standard (as outlined in the UKPSF).
It is recommended that applicants maintain a record of their CPD, and this will normally be
reflected in the Annual Develolpment Review (ADR) process.
Following successful achievement of fellowship recognition, applicants may decide to work toward
and plan their development to support the next category of recognition. Support for doing this is
available and details can be found in this handbook as well as from the Academic Development
team.
Applicants may wish, and are encouraged to remain involved in the Strathclyde Recognition
Framework and we very much encourage you to do this. You may for example wish to remain
involved as a network mentor or as a reviewer in the process. Please discuss this with a member
of the academic development team.
Academic Development Support at Strathclyde

exchange (SPARK).
Page 22
support networks.
A wide range of CPD opportunities in learning and teaching are available through STEP, and
further details can be found on the programme website,
Strathclyde Programme for Academic practice, Researcher development and



9. CONTACT DETAILS
Programme Manager: Dr Katy Savage
Programme Administrators: Theresa James and Catherine Deeney
Contact e-Mail: [email protected]
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APPENDIX 1: TEACHING LEARNING AND ASSESSMENT

WITHIN THE DISCIPLINES SYLLABUS
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Teaching Learning and Assessment in Higher Education

(20 Credits)
Introduction and Rationale
This class provides an introduction and overview of pedagogy in Higher Education specifically
examining the areas of teaching, learning and assessment within a disciplinary context.
This class aims to support University of Strathclyde staff with a role (or interest) in learning and
teaching.
The class takes place across a time period of at least 14 months to allow colleagues to be supported
in their practice across a full academic cycle, and to provide time and space for development and
evaluation of their own theoretically-informed approaches to teaching learning and assessment.
The class has been developed in close alignment with the UK Professional Standards Framework
(UKPSF), providing coverage across the framework. To support this alignment, and to support staff in
making links between their development, practice, the components of this class, and the UKPSF,
learning objectives and assessments have been mapped to the dimensions of the framework
(indicated in square brackets within the relevant sections).
Aim
This class aims to provide you with the necessary pedagogical theory and practice to develop and
challenge your understandings of teaching, learning and assessment in Higher Education and to
engage across the dimensions of the UKPSF.
The UK Professional Standards Framework for Teaching and Supporting Learning in Higher
Education (UKPSF) and Higher Education Academy (HEA) Recognition
This class has been accredited by the Higher Education Academy (HEA) as being the core class
required for Associate Fellowship and Fellowship of the Higher Education Academy Recognition
through Strathclyde’s taught route to recognition.
Specific requirements for recognition can be found in the “Professional Recognition of Teaching at
Strathclyde” Handbook.
This class meets the UKPSF requirements in the following areas of activity, Core
Knowledge and Professional Values
Areas of activity
A1. Design and plan learning activities and/or programmes of study

A2. Teach and/or support student learning 
A3. Assess and give feedback to learners 
A4. Develop effective learning environments and approaches to student support and
guidance 
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A5. Engage in continuing professional development in subjects/disciplines and their

pedagogy, incorporating research, scholarship and the evaluation of professional
practices. 
Core knowledge
K1. The subject material 
K2. Appropriate methods for teaching, learning and assessing in the subject area and
at the level of the academic programme

K3. How students learn, both generally and within their subject/disciplinary area(s) 
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 
Professional values
V1. Respect individual learners and diverse learning communities 
V2. Promote participation in higher education and equality of opportunity for learners

V3. Use evidence-informed approaches and the outcomes from research, scholarship
and continuing professional development 
V4. Acknowledge the wider context in which higher education operates recognising the
implications for professional practice 
Learning Objectives
Through participation in this class participants will,
 Reflect on their current practice in teaching, learning and assessment in terms of the wider
higher education context, disciplinary influences, and institutional strategies and policies [K1,
K2, K3, K6, V1, V2, V4];
 Critically reflect on theoretically-informed models of pedagogy from contemporary scholarship
and research concerning learning, teaching and assessment in higher education and be able to
apply this to the discipline and context in which they teach, evaluating current practices and
implementing appropriate enhancements [K1, K2, K3, K4, K5, V3, V4];
 Apply analytical frameworks to the discipline(s) in which they teach to identify barriers and
opportunities for development and enhancement of the student experience [K1, K2, K3, K5,
K6, V3];
 Learn from one another and engage in peer review of current practices; [K5, V3];
 Identify potential improvements and enhancements to current practice, including consideration of
blended and online delivery formats [K2, K3, K4, V1, V2]; and
 Engage with a pedagogical community of practice which serves to enhance both the student
experience and the disciplinary context [V1, V2].
To support both D1/AFHEA and D2/FHEA recognition, as well as appropriate differentiation between
the two, the above learning objectives are assessed through evidencing participation in some or all of
the following areas of activity,
 Designing and planning learning activities and/or programmes of study [A1];

 Teaching and/or supporting learning [A2];
 Assessing and giving feedback to learners [A3];
 Developing effective learning environments and approaches to student support and guidance
Page 26
[A4]; and
 Engaging in continuing professional development in subjects/disciplines and their pedagogy,
incorporating research, scholarship and the evaluation of professional practices [A5].
Assessment
This class is assessed on a pass/fail basis and has three assessments that must reach the required
standard to obtain a ‘pass’ grade. A resubmit opportunity will be offered if a passing grade is not
obtained at first attempt. The required assessments are as follows,
Assessment Description
1 You will participate in a peer observation process for this class and
through this will be able to engage in a peer feedback process. Your
teaching practice will be observed by a peer from this class as well as
by an expert peer from your discipline with experience in learning and
teaching, understanding of the UKPSF, and preferably D2/FHEA
recognition. Full details are available from the MyPlace page for the
class.
[K5; V1]
2 You should complete a series of practice and theoretically-informed

reflective blogs in which you critically reflect on your approaches to
teaching, learning and assessment, as well as the wider higher
education context. These blogs will generally be set as consolidation
activities following each formal teaching session. It is expected that
each reflective blog should be approximately 300 - 500 words in
length (excluding references).
[K1 – K6; V1 – V4]
3 In a small group of colleagues, you will engage in a professional

dialogue in which you should discuss your developing approaches to
teaching, learning and assessment within your discipline using the
UKPSF to frame your discussion being explicit about your
engagement across the dimensions of the framework, and using the
framework to explore your future development needs.
A necessary output of this discussion is the submission of a reflective

summary of the discussion, which should be approximately (and a
maximum of) 2000 words (excluding references).
[K1 – K6; V1 – V4]
Assessment submission dates will be posted on MyPlace. Please note that assessment deadlines and
firm and fixed. Please contact the class instructor if there are mitigating circumstances that warrant
consideration of an extension.
Page 27
Class Format
As with other classes in the SPARK programme, this class is reliant upon the engagement of
participants with all learning experiences provided. Each class uses a blended learning approach
comprising face-to-face sessions which are reliant on and underpinned by pre-seminar and post-
seminar activities (directed online through MyPlace) which participants are expected to complete.
This class takes place across a period of at least 14 months and comprises a series of six seminars
lasting three hours plus time for engagement with online and offline activities.
Recommended Readings
Your attention will be drawn to recommended readings throughout the course and MyPlace will be
used for this purpose to ensure that the readings are current and updated. Readings will include policy
documents, books, and journal articles.
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APPENDIX 2: SYLLABI FOR D2/FHEA (TAUGHT) OPTIONAL

20-CREDIT CLASSES
Page 29
Course (Re)-Design
(20 Credits)
This module involves the evaluation of current course designs and the creation and development of
new course designs which promote improved teaching, learning and assessment. The module will
provide participants with the skills and knowledge required to engage in course re)design, exploring
the pedagogical theories behind, and practical construction of, enhanced student learning
experiences. It will draw attention to the role of technology enhanced learning in course design and
will focus on students’ needs and characteristics.
(UKPSF). To support this alignment, and to support staff in making links between their development,
practice, the components of this class, and the UKPSF, learning objectives and assessments have
been mapped to the dimensions of the framework (indicated in square brackets).
Aim
This class aims to provide participants with the necessary pedagogical theory and practice to enhance
student learning through effective course (re)design.
This class has been accredited by the Higher Education Academy (HEA) as being an optional class
that can be taken in addition to the core “Teaching Learning and Assessment within the Disciplines”
class for Fellowship of the Higher Education Academy Recognition through Strathclyde’s taught route
to recognition.
Areas of activity

guidance 
practices. 
Page 30
Core knowledge

Professional values

Learning Objectives
 Critically evaluate existing course designs for their effectiveness in delivering content and
providing a positive learning experience for students [K1, K2, K5, V1, V2, V3];
 Explore both practical and theoretical opportunities and challenges inherent in teaching, learning
and assessment within different course designs [K2, K3, K4, K5, V1, V2, V3, V4];
 Identify areas of teaching, learning and assessment that would benefit from enhanced designs
[K1, K2, K3, K6, V4];
 Design course structures that effectively meet the needs of learners [K2, K3, K4, V1, V2]];
 Critically evaluate the developed courses for their effectiveness and suitability in meeting the
designated outcomes [K1, K2, K4, V1, V2, V4]; and
 Reflect on both the development of their educational design and pedagogies which inform
design [K2, K3, K4, K5, V1, V3].
The above learning objectives are assessed through evidencing participation in some or all of the
following areas of activity,

[A4]; and
Page 31
Assessment
This class is assessed on a pass/fail basis and has two assessments that must reach the required
obtained at first attempt. The two required assessments are as follows,
1 You are required to make a 5-minute reflective diary video which examines your
understandings of the role of your class within the context of the
course/programme/discipline, and should make reference to concepts and
theories from the course sessions.
[K1, K2, K3, K5, K6, V4]
2 You should create a visual storyboard for your class (re)design and contextualise
this with a 3000 word theoretical justification on educational development theories
and concepts that informed your design.
[K2, K4, K5, V1, V2, V3, V4]
Assessment criteria are specified in the MyPlace class assessment submission link.
Class Format
comprising face-to-face seminars which are reliant on and underpinned by pre-seminar and post-
seminar activities (directed online through MyPlace) which participants must complete in advance.
Each class comprises four seminars lasting four hours plus time for engagement with online and
offline activities.
Page 32
Supervising Postgraduate Research

(20 Credits)
This module enables participants to engage with the professional and theoretical underpinnings and
political drivers of national developments in research supervision in Higher Education (HE) in the UK.
Along with these, institutional framework(s) for research and supervision will be contextualised in
participants' academic disciplines.
(indicated in square brackets).
Aim
This class aims to provide participants with the necessary information and reflective activities to allow
them to continue to develop appropriate attitudes and aptitudes for effective research supervision in
HE.
to recognition.
Areas of activity

guidance 
practices. 
Page 33
Core knowledge
K1. The subject material

K4. The use and value of appropriate learning technologies
Professional values

Learning Objectives
 Review their understanding of effective research supervision in the institution, their discipline /
professional field and in the context of national developments and developments in other
disciplines / professional fields [K2, K3, K5, V1, V2, V4];
 Contextualise paradigms for research supervision in their academic disciplines [K2, K3, K5, V3];
 Assess their inter-personal skills as actual or potential research supervisors [K5];
 Identify areas for further development as supervisors including relevant sources of information
on policy and practice in research supervision which they can use in their development [K2,
K6, V1, V2, V3, V4];
 Explore and reflect on mentoring and coaching models as a means of motivating postgraduate
research students [K2, K3, V1, V3]; and
 Explore issues regarding the viva and the academic writing process [K2, K3, K6, V1, V3].

[A4]; and
Page 34
Assessment
1 You are required to produce a 5-minute reflective video diary which

examines your own experiences of supervision and understandings of
the disciplinary context which informs your supervisory practice
[K3, K5, V4]
2 You will be offered a choice of Case Studies and you should select
one for this assignment. You should write a 2000 – 3000 word
academic report to argue a case for what action the University’s
Board of Studies should now take. You should refer to the detailed
brief for this assignment.
[K2, K3, K5, K6, V1 – V4]
Class Format
offline activities.
Page 35
Teaching and Learning Online

(20 Credits)
With an increasing number of courses being delivered online or in a blended environment, teaching
staff should have an opportunity to experience being an online student and to explore pedagogical
issues for their own context. Through allowing participants to experience being an online student, this
class explores theoretical perspectives and supports them in developing appropriate online/blended
learning environments for students within their own context and discipline.
Aim
The aim of the module is to allow participants to experience being an online student while at the same
time exploring the implications and opportunities of teaching and learning online. This will be a
valuable opportunity to integrate different aspects of expertise within the Learning Enhancement
Framework within the University of Strathclyde and to develop effective practice in the university’s
online learning platform and Technology Enhanced Learning.
to recognition.
Areas of activity

guidance 
Page 36

practices. 
Core knowledge

professional practice with a particular focus on teaching
Professional values

Learning Objectives
 Engage in online course activities from a student’s perspective [K1, K2, K3];
 Experience a wide range of Moodle tools and activities and other online and learning
technologies [K2, K4];
 Experience and develop methods to encourage online engagement and collaboration [K2, K3,
K4, V1];
 Develop understanding of and critically evaluate effective learning design for online courses and
activities [K2, K3, K4, K5, V1, V2, V3, V4];
 Design online activities or classes or activities involving the use of learning technologies for
online or blended learning delivery [K2, K3, K4, K5, V1, V2, V3]; and
 Evaluate the appropriateness of online and technology enhanced learning to the individual
disciplinary context. [K2, K4, K5, V3]

[A4]; and
Page 37
Assessment
1 Create a relevant and theoretically-informed online or blended

learning environment in MyPlace for a class within your discipline.
[K1, K2, K3, K4, V1, V2, V3]
2 Throughout the period of the class, complete an online blog which

reflects on both your experiences as an online student and relevant
literature, and how this informs design and practice.
[K4, K5, V3, V4]
Class Format
offline activities.
Page 38
Leadership in Higher Education

(20 Credits)
This class provides an opportunity for academic professional staff to understand the context of
leadership in Higher Education and the role they effect and can effect within this. Participants will
examine educational theories of leadership within the Higher Education context and offer an insight
into internal and external influence on this community of practice.
Aim
The aim of this class is to provide participants with an understanding of the competing demands and
complexity of perceptions of leadership in Higher Education within the UK context.
to recognition.
Areas of activity
A2. Teach and/or support student learning
A3. Assess and give feedback to learners
guidance
practices. 
Core knowledge
Page 39
K5. Methods for evaluating the effectiveness of teaching
Professional values
V1. Respect individual learners and diverse learning communities
Learning Objectives
 Understand current dominant theories of leadership in education and appraise their applicability
in Higher Education [K1, V3, V4];
 Examine contextual pressures and the influence of these on leadership strategies and direction
within universities [V4];
 Evaluate the source of leadership for individuals within their institutional and disciplinary contexts
[V4];
 Consider how theories of social learning and communities of practice influence our
understanding of leadership [K1, K3, V4];
 Gain an understanding of the university processes of strategic planning and strategic
management in relation to leadership [V4]; and,
 Consider the major leadership challenges which face institutions, faculties, and departments/
centres. [V4]
The above learning objectives are assessed through evidencing participation in the following area of
activity,

Assessment
Page 40
1 You are required to deliver a small group presentation lasting 10

minutes in session 3 of the course. This should address perceptions
of leadership as well as drivers and influences within your discipline.
[K1, V4]
2 This assignment consists of a 3000 word reflective essay which

addresses your individual understanding of leadership, and your role
within this, within your disciplinary and institutional context. You
should refer to relevant leadership and social learning theories as
well as the findings from your individual contextual discussions.
[K1, K3, V3, V4]
Class Format
offline activities.
Page 41
Academic Writing
(20 Credits)
The module combines theoretical perspectives on academic writing with practical activities that should
increase the participants’ own writing output. There is a strong emphasis on contextualising writing in
participants’ academic disciplines, while recognising current trends towards interdisciplinary and
multidisciplinary requirements for writing. Participants will be encouraged to choose a focus for this
module: either their own academic writing or their use of writing activities in teaching at undergraduate
or postgraduate level.
(indicated in square brackets).
Aim
The main aim is to provide a forum for participants to analyse and discuss writing in their own and
other disciplines – and to write. As well as comprising a taught class, the sessions are designed to
foster a Writer’s Group. Participants may have a range of personal aims: for example, writing a journal
article or grant proposal, or creating a curriculum intervention to support student writing. Issues of
equality and inclusion with respect to both staff and student writing will be highlighted during the
module.
to recognition.
Areas of activity

Page 42
guidance 
practices. 
Core knowledge

Professional values
implications for professional practice
Learning Objectives
 Critically reflect on what is valued in writing in their own discipline [K2];

 Contextualise and adapt frameworks for writing development within the learning and teaching
environment [K1, K2, K3, V3];
 Develop an ability to give and receive feedback on writing to enhance student experience [K3,
V1];
 Develop an understanding of academic literacies and their use in enhancing student writing [K1,
K2, K3, V3];
 Explore strategies for individual or collaborative production of academic writing [K2, V3];
 Understand the significance of writing for learning and writing in and across the discipline. [K2,
K3, K5, V1]

[A4]; and
Page 43
Assessment
1 Participants will write an outline of an academic paper, or teaching

intervention, or equivalent to be discussed with the tutor. The outline
will include a title, headings and an introduction. The assignment will
also include a commentary on the writing process involved to produce
this outline and how this relates to theoretical ideas or frameworks.
(2000 words).
[K1, K2, K3, V3]
2 Complete the project described in Assessment 1 and present with an

appropriate theoretical rationale and justification. For example, it
might be a complete academic paper, with an accompanying rationale
for its submission to a particular journal. It might be a set of materials
for a writing intervention and an explanation of how those materials
would be used. As a rough guide, this second assignment should
provide at least another 2000 words; it may be more because of the
requirements of the specific activity.
[K2, K3, K5, V1, V3]
Class Format
offline activities.
Page 44
Developing an Inclusive Curriculum

(20 Credits)
Equal access to the curriculum is already highlighted in other classes in the SPARK programme. This
class offers a deeper exploration of the implications of a diversity of student needs. By considering the
impact of course design and policy issues on disabled or disadvantaged students, participants are
encouraged to review the current and potential effectiveness of their own teaching. The class is based
on the Social Model of Disability and models of Inclusion, which regard “the problem” of disability or
disadvantage as rooted in the absence of provision for a diversity of needs.
Aim
This class aims to enable participants to devise ways of improving the accessibility of the curriculum in
their own contexts: through their own practices relating to course design, content, delivery, learning
resources, assessment procedures and the general learning environment.
to recognition.
Strathclyde” Handbook. This handbook can be found at the following link,
Areas of activity

guidance 
Page 45

practices. 
Core knowledge

Professional values

Learning Objectives
 Critically reflect on the nature of the subject(s) they teach and attempt to articulate the
discipline’s core requirements [K1, K2];
 Identify any issues that could create difficulty for some students in accessing the curriculum as it
is traditionally delivered and assessed and look for opportunities to enhance the student
experience [K2, K3, K5, V1, V2, V3];
 Review practices in their own departments for opportunities for adjustments
that will overcome potential barriers to the inclusion of disabled and disadvantaged students
[K2, K3, K5, V1, V2, V3];
 Consider the potential benefits and use of technology in supporting inclusive teaching and
learning [K4, V1, V2];
 Develop and demonstrate awareness of moral and legal obligations with respect to disabled and
disadvantaged people [V1, V2, V4];
 Knowledge and understanding of the implications of different needs and a range of measures
that can be used to support learning needs of all students [K2, K4, V1, V2, V4].

[A4]; and
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Assessment
1 Consider assessment mechanisms used within your department.

Identify the barriers that they may present to students and suggest
suitable alternatives. (approximately 1000 words)
[K2, K3, K5, V1, V2, V3]
2 Review a class within your department to determine if it is inclusive by

design. Identify the barriers and develop a meaningful action plan
outlining concise rationale on what needs to be done to enhance
inclusivity. (approximately 3000 words)
[K2, K3, K5, V1, V2, V3]
Class Format
offline activities.
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Independent Enquiry
(20 Credits)
This class allows participants to identify an aspect of professional relevance and to negotiate a set of
learning objectives, achievement criteria and assessment procedures, allowing them the flexibility to
tailor development to their own needs and requirements.
practice, the components of this class, participants should map their activity in this class to the
UKPSF, including the agreed aims and assessment(s)).
Aim
The aim of this class is to provide participants an opportunity to examine within a theoretical context,
an aspect of professional relevance to their own specific role and development needs.
to recognition.
Participants should indicate which of the following Areas of Activity, Core

Knowledge and Professional Values are covered within their Independent
Enquiry
Areas of activity
A2. Teach and/or support student learning
A3. Assess and give feedback to learners
guidance
practices.
Core knowledge
K1. The subject material
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K3. How students learn, both generally and within their subject/disciplinary area(s)
K5. Methods for evaluating the effectiveness of teaching
Professional values
V1. Respect individual learners and diverse learning communities
and continuing professional development
implications for professional practice
Learning Objectives
 Develop skills in and understanding of some of the methods of professional inquiry;

 Engage with an aspect of professional relevance in a theoretical and experiential context;
 Undertake an initiative involving inter-professional or collaborative practice in a workplace
context;
 Engage in self-reflection of current practices;
 Engage in critical reflection of the outcomes of work undertaken; and
 Identify implications for future workplace policy and/or professional practice.

[A4]; and
Assessment
This class is assessed on a pass/fail basis and has an assessment that must reach the required
obtained at first attempt. The required assessment is as follows,
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1 Participants should identify an aspect of professional relevance and

negotiate a learning agreement in which the participant and tutor
agree the aims, activities and assessment procedures for the module.
Participants should produce a report (or appropriate equivalent) which
should be 4000 words or equivalent.
[…………………..]
Class Format
offline activities.
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APPENDIX 3: TRACKING ENGAGEMENT WITH UKPSF
Page 51
TRACKING
ENGAGEMENT
WITH UKPSF
Name

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1. THE UK PROFESSIONAL STANDARDS FRAMEWORK

(UKPSF)
The UKPSF provides a general description of the main 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 national framework for comprehensively recognising and
benchmarking teaching and learning support roles within higher education.
The UKPSF can be viewed in full at the following link,

2. HOW TO USE THIS TRACKER
The purpose of this tracker is to support your engagement with the “Professional Recognition of
Teaching at Strathclyde” (Taught) pathway to Associate Fellowship (D1) and Fellowship (D2)
categories of HEA fellowship recognition, by providing a means for you to plan, develop and track
your meaningful engagement with the UKPSF during your journey through the programme, and
indeed beyond as you continue to develop in your learning and teaching role.
The requirements for each pathway are described in the programme handbook, “Professional
Recognition of Teaching at Strathclyde”
As you progress through each class and complete the related assessments, you are asked to
reflect on the assessments you complete and use this tracker to signpost your successful
engagement with the UKPSF for each.
This record of your engagement must be submitted alongside each assessment you
submit in support of HEA fellowship recognition so that the appropriate engagement for
the relevant category of recognition can be verified by the class instructor.
In addition, this record of your engagement must be submitted with your final application
for HEA Associate Fellowship (D1) or Fellowship (D2) recognition so that the appropriate
engagement for the relevant category can be verified by the exam board, who will use this
tracker alongside your academic assessments to judge whether the full requirements for
the award of fellowship (D1/D2) have been met.
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3. YOUR ENGAGEMENT WITH UKPSF
Complete the table below to signpost and reference where on the programme you have engaged
in each dimension of the UKPSF and in which class and assessment this has been evidenced.
Teaching,
Learning and
Assessment
within the
Disciplines
Areas of Activity
A1. Design and plan

learning activities
and/or programmes of
study
A2. Teach and/or

support student
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.
Core Knowledge
K1. The subject

material
K2. Appropriate
methods for teaching,
learning and assessing
in the subject area and
at the level of the
academic programme
K3. How students

learn, both generally
and within their
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subject/disciplinary
area(s)
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
Professional Values
V1. Respect individual

learners and diverse
learning communities
V2. Promote
participation in higher
education and equality
of opportunity for
learners
V3. Use evidence-

informed approaches
and the outcomes from
research, scholarship
and continuing
professional
development
V4. Acknowledge the

wider context in which
higher education
operates recognising
the implications for
professional practice
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4. WHEN TO SUBMIT THIS DOCUMENT
This document must accompany the following submissions within the “Professional Recognition of
Teaching at Strathclyde” programme,
 Each assessment submitted in support of HEA fellowship recognition so that the

appropriate engagement for the relevant category of recognition can be verified by
the class instructor.
 Your final application for HEA Associate Fellowship (D1) or Fellowship (D2) (taught)
recognition so that the appropriate engagement for the relevant category can be
verified by the exam board; a judgement about the award of academic credit and the
award of Associate Fellowship/Fellowship will be reached simultaneously
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APPENDIX 4: AFHEA TAUGHT APPLICATION
Page 57
AFHEA
APPLICATION
(TAUGHT)
Name here

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1. PERSONAL DETAILS
Name
Job Title
Department
e-Mail Address
Extension
FTE
Time in current post
Time in Higher Education
Learning and Teaching

Qualifications
2. ENGAGEMENT WITH PRACTICE
Please provide a brief (max 150 words) description of your current engagement with practice
(indicating how you meet the minimum requirement of at least 1 semester of relevant activity).
Start your brief description here …
3. COMPLETION OF REQUIRED COURSES
Complete the table below to confirm completion of the required courses,
Course Start date Completion
Teaching Learning and Assessment within

the Disciplines
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4. SUBMISSION
By electronically checking the box below, I confirm,
☐ I give my permission for the University to provide the personal details included on this form to
the HEA.
☐ The information contained in this form is truthful and accurate
Submit your completed application to
[email protected]
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APPENDIX 5: FHEA TAUGHT APPLICATION
Page 61
FHEA
APPLICATION
(TAUGHT)
Name here

Page 62
1. PERSONAL DETAILS
Name
Job Title
Department
e-Mail Address
Extension
FTE

Qualifications
Previous Fellowship
Awards (and dates
awarded)
2. COMPLETION OF REQUIRED COURSES
Complete the table below to confirm completion of the required courses,
Course Start date Completion
Teaching Learning and Assessment within

the Disciplines (required)
Course (Re) Design (optional)
Supervising Postgraduate Research

(optional)
Teaching and Learning Online (optional)
Leadership in Higher Education (optional)
Academic Writing (optional)
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Developing an Inclusive Curriculum

(optional)
Independent Enquiry (optional)
3. ENGAGEMENT WITH PRACTICE
Please provide a brief (max 150 words) description of your current engagement with practice
(indicating how you meet the minimum requirement of at least 1 academic year of relevant
activity, including evaluation and reflection).
Start your brief description here …
4. SUBMISSION
By electronically checking the box below, I confirm,
the HEA.
Submit your completed application to
[email protected]
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APPENDIX 6: AFHEA GUIDANCE DOCUMENT
Page 65
AFHEA
GUIDANCE
DOCUMENT
Guidance on applying for AFHEA

recognition through the Experiential
Pathway of the Strathclyde Recognition
Framework

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1. ASSOCIATE FELLOWSHIP OF THE HIGHER EDUCATION

ACADEMY
This guidance document provides you with an overview of the process required to apply for
Associate Fellowship of the Higher Education Academy (HEA) through the experiential pathway of
the Strathclyde Recognition Framework.
Associate Fellowship of the HEA is awarded to professionals who can demonstrate they meet the
criteria of Descriptor 1 (D1) of the UK Professional Standards Framework (UKPSF) for teaching
and supporting learning in higher education.
By applying to be an Associate Fellow of the HEA you will present an understanding of specific
aspects of effective teaching, learning support methods and student learning, and demonstrate,
D1.I Successful engagement with at least two of the five Areas of Activity;
D1.II Successful engagement in appropriate teaching and practices related to these Areas of
Activity;
D1.III Appropriate Core Knowledge and understanding of at least K1 and K2;
D1.IV A commitment to appropriate Professional Values in facilitating others’ learning;
D1.V Relevant professional practices, subject and pedagogic research and/or scholarship within
the above activities; and
D1.VI Successful engagement, where appropriate, in professional development activity related to

teaching, learning, and assessment responsibilities.
The UKPSF is central to the recognition of individuals as Associate Fellows. You will need a
working knowledge of its contents in order to prepare your application. A full copy of the UKPSF
can be obtained from the following link,
2. APPLICATION REQUIREMENTS FOR AFHEA
You should submit your application using the AFHEA Submission Template Document.
There are 2 main elements to your application and these are,
 An Account of Professional Practice (APP), 1500 – 2000 words; and

 Supporting statements from 2 referees.
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3. YOUR ACCOUNT OF PROFESSIONAL PRACTICE (APP)
When preparing your APP you should consider the following,
 Associate Fellowship is based on meeting Descriptor 1 (D1) of the UKPSF and your APP
is the core of your application
 Your APP is focused around selected Dimensions of the Framework and structured across
two of the Areas of Activity of your choice which should evidence how you meet the
requirements for Descriptor 1.
 There will be considerable variation in applications, reflecting differences in individuals’
experience, their job roles and institutional contexts. The reflective commentary enables
such diversity to be appropriately represented.
 Your APP is a personal account and its focus throughout should be on your own
professional practice and decision-making.
 You should include appropriate rationale for the choices made and any evidence of
success and effectiveness in teaching and/or supporting learning. All your evidence will be
based on real examples of practice which draw upon scholarly activity in learning and
teaching.
 Provide selective examples of practice in your APP and ensure they have direct relevance
to your claim for Associate Fellowship. The quality of the examples of evidence is much
more important than the quantity. Where you reflect on any historic professional practice
as part of your evidence, ensure you reflect on its impact on your current practice.
Incorporate relevant subject and pedagogic research and/or scholarship in your
approaches. How you evidence this will depend on the context in which you are working,
the nature of the subject, discipline or profession in which you teach and the expectations
of the institution in which you work. Your application should reflect a process of continuing
professional development which demonstrates your understanding of specific aspects of
effective teaching, learning support methods and student learning.
 Aim to include example(s) of your use of/commitment to the relevant Professional Values
and Core Knowledge of the UKPSF throughout your APP.
 Adopt a reflective stance to your APP and make clear why and how you apply appropriate
Core Knowledge and understanding of at least K1 (the subject material) and K2
(appropriate methods for teaching, learning and assessment in the subject area and at the
level of the HE provision).
 Include evidence of how you demonstrate your commitment to appropriate Professional
Values set out in the Framework. It is at your discretion which Professional Values you
choose. Provide rationale and explanations of how you carry out your practice and ensure
you provide reasons for the choice of activities you describe, and demonstrate that you
have been effective and successful in these activities. This reflection and alignment of your
work to the UKPSF is essential.
 Where appropriate, explicitly incorporate in your chosen Areas of Activities how you have
successfully engaged in professional development activity related to teaching, learning and
assessment responsibilities.
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 The overall word count for the Associate Fellow APP is 1500 - 2000 words (with 2000
being an absolute limit). This is your combined evidence across the whole claim.
Throughout your application, the quality of reflection on your professional practice should
be the focus of your narrative, rather than description of it.
 Any citations to publications, journals, books, websites you choose to include should be
accommodated within your overall word count.
 All the experience and evidence included in your APP must relate to HE provision such as:
o level 4 or above within the Framework for Higher Education Qualifications (FHEQ)
in England, Wales and Northern Ireland;
o level 7 or above within the Scottish Credit and Qualifications Framework (SCQF) in
Scotland on the Framework for Qualifications of Higher Education Institutions
(FQHEIS);
o first cycle or above of the Qualifications Framework in the European Higher
Education Area (QF-EHEA);
o level 6 or above of the Australian Qualifications Framework;
o level 5 or above of the New Zealand Qualification Framework;
o delivery of non-accredited continuing professional development for academic and
learning support staff may also be considered as evidence equivalent to the higher
education academic frameworks.
4. EVIDENCING AREA OF ACTIVITY 1
Area of Activity 1: Design and plan learning activities and/or programmes of study
This Area of Activity refers to all your professional educational activities where you are preparing
for engagement with learners. The evidence of designing and planning learning activities will vary
depending on the context of your work. For Descriptor 1, typically these might be individual
activities and/or sessions in modules, courses and programmes and range from session/module
design to a whole programme of study. In all cases, the design should reflect a developing
knowledge and understanding of the Core Knowledge and Professional Values Dimensions.
You might include examples of:
 designing or redesigning curricula, courses and programmes of study;

 identifying and planning different kinds of interaction with learners in various contexts,
whether for single sessions or larger courses/programmes;
 participating in validation panels;
 determining learner needs;
 planning tutorials and study sessions;
 contributing to the creation of learning resources – physical and/or online;
 developing learning materials; and/or
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 preparing virtual learning environments.
Your account should evidence Area of Activity 1 by reflecting on,
 The main ways in which you design and plan learning activities and/or programmes of
study;
 The reasons for your choice of,
o Subject material;
o Activities and techniques; and
o The particular learning technologies included in your plan.
 How you make choices to facilitate learning in general and within your learners’ subject
area; and
 How you incorporate other Dimensions of the Framework, for example
o Relevant Core Knowledge that you utilised and why; and
o Relevant Professional Values that you utilised and why.
Area of Activity 2: Teach and/or support learning
This Area of Activity is about your direct engagement with learners whether in groups or
individually. These encounters may be in a wide range of environments, such as teaching rooms,
seminar rooms, lecture theatres, labs, learning support centres, offices, professional settings, etc.
Your evidence here will include teaching activities such as lecturing, tutorials and seminar work,
studio, clinical, laboratory, supervision, workplace-based teaching, distance learning and the use
of virtual learning environments.
The support you provide might include teaching and supervision of undergraduates and
postgraduates. You might also mentor learners to support their learning and contribute to courses
and programmes that develop learning in higher education.
 The main ways in which you teach and/or support learners;

 The activities or techniques you use and why;
 How you came to use them and why you think they were successful in supporting student
learning. Give reasons for your choice of activities and techniques and how they relate to
developing the learners' understanding of the subject/discipline; and
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Area of Activity 3: Assess and give feedback to learners
Your evidence should emphasise your direct knowledge and use of effective assessment and
feedback/feedforward approaches. Assessment and feedback is routinely used to measure and
support learning and you should demonstrate an understanding of appropriate assessment and
feedback techniques within an HE context and how they are applied. The assessment and
feedback mechanisms you adopt may occur in a variety of ways and be summative and/or
formative.
For example, you might carry out assessments such as questionnaires, surveys, interviews,
observations, testing, projects (a culminating project that synthesises knowledge) and
examinations. The assessment may be group based or individual, physical or online.
Ensure your evidence demonstrates an increasing awareness of different methods of, and
approaches to, assessment and feedback, as well as a growing ability to choose the most
appropriate approach for the achievement of your learning aims.
 The main types of formative and/or summative assessment that you use with learners,
whether formal or informal;
 How and why you choose the particular approaches and methods you employ, in so far as
this was your own decision;
 How you ensure your assessments are valid indicators of what you want your learners to
learn, that your marking is reliable and the standards you set are appropriate;
 How you give feedback to learners and ensure it supports and improves their
understanding of the subject, their performance and/or their development as learners;
Area of Activity 4: Develop effective learning environments and approaches to student

support and guidance
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The definition of ‘learning environments’ is open to diverse interpretation. Individual practitioners

often work beyond the local physical environment of the classroom in, for example, the laboratory,
studio, workplace, via distance learning and using online learning environments. They take the
nature of the learning environment, the learning culture being developed, the nature and extent of
the support infrastructures into account and are able to distinguish between academic and
pastoral interventions. Applicants should also take the range of environments available to learners
into account as well as how they are enabled to access, understand and utilise them.
This Area of Activity is about how you make effective use of both the formal and informal learning
environment to facilitate learning and how you meet the needs of your learners in terms of
educational support and guidance. It includes how you:
 utilise and manage a range of physical or virtual learning environments so that they are
appropriate to your learners’ needs;
 work with learners and service providers to ensure that your learners can access and use
a broad range of learning opportunities. Learner support might include such activities as
personal and academic tutoring, one-to-one advice, counselling, developing practice to
meet the learning implications of widening access and supporting learners with disabilities.
 The main types of educational environment in which you work and/or what kinds of support
and guidance you give to your learners, whether formal or informal;
 Use examples from your practice where you have utilised the learning environment and/or
provided support and guidance to your learners;
 How you have contributed to making the learning environment more effective for learners;
 The ways you have contributed to supporting and guiding your learners;
 Why you chose those particular strategies and how well they worked;
Area of Activity 5: Engage in continuing professional development in subjects/disciplines

and their pedagogy, incorporating research, scholarship and the evaluation of professional
practices
This Area of Activity is about how you maintain and develop your capability to perform your
teaching and learning support roles. It includes:
 how you incorporate subject and pedagogic research and/or scholarship within your
professional practice as a teacher/supporter of learning;
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 how you gather and utilise information from your own activities.
Activities you undertake as part of a group or team are valued as much as individual activities.
You may carry out your own scholarly activities or pedagogic research (or use others’) to inform
your practice. Indicate how your teaching and learning support is influenced by different types of
scholarly and/or professional activity. These activities are likely to be wide ranging, incorporating
both formal and informal approaches to continuing professional development. Examples include:
 Presenting or participating in conferences on higher education learning and teaching (often

discipline specific);
 Attending workshops or training events related to higher education learning and teaching;
 Engaging in peer observation or peer review of higher education teaching;
 Regular departmental meetings where the discussion is about HE learning and teaching
issues;
 Effective dialogue about learning and teaching;
 Bidding for and involvement in projects or research on higher education learning and
teaching;
 Implementing new approaches to higher education learning and teaching;
 Subject and other network activities in higher education learning and teaching;
 Reading and applying literature related to higher education learning and teaching;
 Incorporating research and scholarship related to higher education learning and teaching
into your own practice;
 Visits to other institutions/organisations;
 Evaluating one’s own professional practices;
 Undertaking accredited and non-accredited CPD that informs your professional practice.
How might you demonstrate that you have become a better teacher/practitioner through
continuing professional development, research and the evaluation of your teaching and learning
related practices?
 Your main strategies for updating and developing your capability as a teacher and/or
supporter of learning. Refer here to any activities you have undertaken to update yourself
on aspects of teaching and learning, for example staff development activities, conferences
on learning and teaching or participation in projects to develop learning methods;
 How you used the outcomes from any continuing professional development strategies to
improve learning experiences and your own professional practice;
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9. REFEREES
Your application must be supported by statements from two referees. The function of your
referees is to provide an informed peer review of your eligibility for Associate Fellowship using
their knowledge of your work and the context in which you teach and/or support learning. The
referees should be individuals who are in a position to comment and substantiate your record of
effectiveness in relation to teaching, and the support of learning in higher education. Referees are
expected to comment directly on the content of your APP and will need to view your application to
enable them to provide an effective reference.
At least one of your references should either be a Fellow, Senior Fellow or Principal Fellow of the
HEA, or an appropriate experienced member of staff working for a higher education institution. All
referees need to be familiar with the UKPSF.
10. HOW TO APPLY
In summary, to apply for AFHEA recognition through the Experiential Pathway of the Strathclyde
Recognition Framework you need to,
 Complete your APP (your reflective commentary on your chosen two Areas of Activity
which includes relevant Core Knowledge and Professional Values) using the AFHEA
Submission Template
 Obtain and include with your application 2 referee statements
 Submit complete application to [email protected]
11. HOW YOUR APPLICATION WILL BE ASSESSED
Experiential applications for D1/AFHEA and D2/FHEA categories will be assessed by 2 reviewers,
both holding at least Fellowship recognition, and having received structured training to support
them in this role. Review panels will take place twice per year and your application will normally
be reviewed at the next scheduled panel following your submission.
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for resubmission.
development.
12. QUALITY ASSURANCE AND APPEALS
Staff within the institution support the framework through acting as mentors and reviewers. Staff
cannot act as a reviewer for anyone they have mentored.
An external reviewer will moderate a sample of D1 and D2 applications. The external reviewer will
also have the right to be present at any meetings of the review committee.
13. MAINTAINING GOOD STANDING

activities to ensure they remain in good standing and continue to work in line with their relevant
reflected in the Annual Development Review (ADR) process.
available through this Framework and details can be found in this handbook.
Applicants may wish to remain involved in the Strathclyde Recognition Framework and we very
much encourage you to do this. You may for example wish to remain involved as a mentor or as a
reviewer in the process.
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exchange (SPARK).
support networks.
Strathclyde Programme for Academic practice, Researcher developmen t and



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14. CONTACT DETAILS
Website:
e-Mail: [email protected]
Page 77
APPENDIX 7: AFHEA GUIDANCE NOTES FOR REFEREES
Page 78
AFHEA
REFEREE
GUIDANCE
DOCUMENT
Guidance notes for referees, to support

an application for AFHEA

Page 79
1. REFEREE SUITABILITY
The guidance below is designed to help you prepare your reference for an Associate Fellow
applicant. You should be a Fellow, Senior Fellow or Principal Fellow of the HEA, or an appropriate
experienced member of staff working for a higher education provider.
All referees need to be familiar with the UK Professional Standards Framework (UKPSF) for
teaching and supporting learning in higher education. This can be accessed in full at
https://www.heacademy.ac.uk/system/files/downloads/ukpsf_2011_english.pdf
If you have any questions, please do not hesitate to contact the Strathclyde Academic
Development team at [email protected]
2. PURPOSE OF REFERENCE
The function of the reference is to provide an informed peer review of the applicant’s work using
your knowledge of their practice and the context in which he/she teaches or supports learning in
higher education. If possible, please comment on the applicant’s most recent role and
responsibilities. Please take time to read the applicant’s Account of Professional Practice to
enable you to write an appropriate reference. You may also wish to refer to the Strathclyde
“Professional Recognition of Teaching at Strathclyde” handbook.
3. INFORMATION TO PROVIDE
You should be in a position to comment on and substantiate the applicant’s record of

effectiveness in relation to teaching and/or the support of learning in higher education. Your
reference should primarily refer to the applicant's experience and achievements in learning and
teaching and should refer to his/her research record only in so far as this directly informs their
teaching.
You should comment directly on the content of the applicant’s Account of Professional Practice,
basing your reference on how the applicant meets the Dimensions of the UK Professional
Standards Framework (UKPSF) at Descriptor 1. These are listed overleaf. Please provide
practical examples to support your comments wherever possible. If you have been involved in
peer observation of the applicant’s teaching or support of learners, please draw on examples from
this. Similarly, please comment on any innovative practice and/or contribution to developments by
the applicant in teaching and learning within his/her discipline.
For Associate Fellow, the HEA expects two Areas of Activity, Core Knowledge (at least K1 and
K2), and relevant Professional Values of the UKPSF to underpin the practice of those seeking
recognition. Please provide examples, where appropriate, of ways in which this underpinning is
apparent in the applicant’s account.
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4. FORMAT OF REFERENCE
There is no standard form for references but you may find it helpful to comment under the
Dimensions of the UKPSF identified in the application (e.g. within the Areas of Activity). The
Dimensions of the UKPSF are listed below.
It is the applicant’s responsibility to collect the reference from you. This is a different kind of
reference from one that is normally required for promotion or a job appointment, as we are looking
for confirmation of the applicant’s commitment to effective practice in teaching and/or supporting
learning, rather than general academic achievement. Please provide an electronic copy of your
reference in pdf form to the applicant and ensure that it includes verifiable information, i.e. it
should be written on headed notepaper wherever possible, should include your name, job title,
organisation (including department if applicable), email address and preferably your signature.
We may contact you to clarify points in your reference.
5. D1/AFHEA REQUIREMENTS
Professional recognition for AFHEA recognition aligns to the Dimensions of the UKPSF and
focuses on Descriptor 1:
An individual working in this category demonstrates an understanding of specific aspects of

effective teaching, learning support methods and student learning. Individuals should be able to
provide evidence of:
 successful engagement with at least two of the five Areas of Activity;

 successful engagement in appropriate teaching and practices related to these Areas of
Activity;
 appropriate Core Knowledge and understanding of at least K1 and K2;
 a commitment to appropriate Professional Values in facilitating others’ learning;
 relevant professional practices, subject and pedagogic research and/or scholarship within
the above activities; and
 successful engagement, where appropriate, in professional development activity related to
teaching, learning and assessment responsibilities.
6. CONTACT DETAILS
Website:
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APPENDIX 8: AFHEA SUBMISSION TEMPLATE
Page 82
AFHEA
APPLICATION
(EXPERIENTIAL)
Name here

Page 83
Applicants should refer to the AFHEA Guidance document for application guidance.
1. PERSONAL DETAILS
Name
Job Title
Department
e-Mail Address
Extension
FTE

Qualifications
Previous Fellowship
Awards (and dates
awarded)
Note: For AFHEA only 2 of the areas of activity need to be addressed. Applicants should
delete the areas of activity below that are not addressed in this application.
Start writing your account here …
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Area of Activity 4: Develop effective learning environments and approaches to student support
and guidance
Area of Activity 5: Engage in continuing professional development in subjects/disciplines and their

pedagogy, incorporating research, scholarship and the evaluation of professional practices
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7. SUBMISSION
By electronically checking the boxes below, I confirm,
☐ Copies of 2 references are included with this submission
the HEA.
Submit your completed application together with 2 references to
[email protected]
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APPENDIX 9: FHEA GUIDANCE DOCUMENT
Page 87
FHEA
GUIDANCE
DOCUMENT
Guidance on applying for FHEA

Framework

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1. FELLOWSHIP OF THE HIGHER EDUCATION ACADEMY
Fellowship of the Higher Education Academy (HEA) through the experiential pathway of the
Strathclyde Recognition Framework.
Fellowship of the HEA is awarded to professionals who can demonstrate they meet the criteria of
Descriptor 2 (D2) of the UK Professional Standards Framework (UKPSF) for teaching and
supporting learning in higher education.
By applying to be a Fellow of the HEA you will present a broad understanding of effective
approaches to learning and teaching support as a key contribution to high quality student learning.
You should be able to provide evidence of:
D2.I Successful engagement across all five Areas of Activity.
D2.II Appropriate knowledge and understanding across all aspects of Core Knowledge.
D2.III A commitment to all the Professional Values.
D2.IV Successful engagement in appropriate teaching practices related to the Areas of Activity.
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.
D2.VI Successful engagement in continuing professional development in relation to teaching,

learning, assessment and where appropriate, related professional practices.
The UKPSF is central to the recognition of individuals as Associate Fellows. You will need a
working knowledge of its contents in order to prepare your application. A full copy of the UKPSF
can be obtained from the following link,
2. APPLICATION REQUIREMENTS FOR FHEA
You should submit your application using the FHEA Submission Template Document.
 An Account of Professional Practice (APP), 3000 words; and

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 Fellowship is based on meeting Descriptor 2 (D2) of the UKPSF and your APP is the core
of your application;
 Your APP consists of a reflective commentary on your higher education roles,
responsibilities and professional experience focused on the Dimensions of the UKPSF;
 Your reflective commentary, focused around the Dimensions of the Framework and
structured across the five Areas of Activity, should explain how you meet the requirements
set out in Descriptor 2 of the UKPSF.
 Your application is a claim for Fellowship and as such should include appropriate rationale
for the choices made and any evidence of success, influence and impact in teaching
and/or supporting learning. All your evidence will be based on real examples of practice
which draw upon scholarly activity in learning and teaching.
to your claim for Fellowship. The quality of your evidence is much more important than the
quantity of examples you provide. Where you reflect on any historic professional practice
as part of your evidence, ensure you reflect on its current impact on your or others’
professional practice and on the wider learning and teaching context.
 Incorporate relevant subject and pedagogic research and/or scholarship in your
approaches. How you evidence this will depend on the context in which you are working,
the nature of the subject, discipline or profession in which you teach and the expectations
of the institution in which you work.
 Your application is centred round a process of continuing professional development which
demonstrates your broad understanding of effective approaches to teaching and/or
learning support.
 It is important you address all the Dimensions of the UKPSF. Given the complex and
integrative nature of professional practice, avoid a mechanistic or tick-box mapping
approach to ensure full coverage. Refer to our guidance notes on the Dimensions of the
UKPSF to help support your understanding of the Dimensions
 Your APP should make clear how you apply the Core Knowledge and Professional Values
to all of the Dimensions of Practice in the UKPSF and the examples of evidence across
your APP. Adopt a reflective stance on each of the five Areas of Activity. Within these,
include example(s) of your use of/commitment to the Professional Values and Core
Knowledge where it applies. Provide rationale and explanations of how you carry out your
practice and ensure you provide reasons for the choice of activities you describe, and
demonstrate that you have been effective and successful in these activities. This reflection
and alignment of your work to the UKPSF is essential.
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 The overall maximum word count for the Fellow APP is 3,000 words. Throughout your
application, the quality of reflection on and of your professional practice should be the
focus of your narrative, rather than description.
(FQHEIS);
This Area of Activity refers to all your professional educational activities where you are preparing
for engagement with learners. The evidence of designing and planning learning activities will vary
depending on the context of your work. For Descriptor 1, typically these might be individual
activities and/or sessions in modules, courses and programmes and range from session/module
design to a whole programme of study. In all cases, the design should reflect a developing
knowledge and understanding of the Core Knowledge and Professional Values Dimensions.
You might include examples of:
 designing or redesigning curricula, courses and programmes of study;

 identifying and planning different kinds of interaction with learners in various contexts,
whether for single sessions or larger courses/programmes;
 participating in validation panels;
 determining learner needs;
 planning tutorials and study sessions;
 contributing to the creation of learning resources – physical and/or online;
 developing learning materials; and/or
 preparing virtual learning environments.
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 The main ways in which you design and plan learning activities and/or programmes of
study;
 The reasons for your choice of,
o Subject material;
o Activities and techniques; and
o The particular learning technologies included in your plan.
 How you make choices to facilitate learning in general and within your learners’ subject
area; and
This Area of Activity is about your direct engagement with learners whether in groups or
individually. These encounters may be in a wide range of environments, such as teaching rooms,
seminar rooms, lecture theatres, labs, learning support centres, offices, professional settings, etc.
Your evidence here will include teaching activities such as lecturing, tutorials and seminar work,
studio, clinical, laboratory, supervision, workplace-based teaching, distance learning and the use
of virtual learning environments.
The support you provide might include teaching and supervision of undergraduates and
postgraduates. You might also mentor learners to support their learning and contribute to courses
and programmes that develop learning in higher education.
 The main ways in which you teach and/or support learners;

 The activities or techniques you use and why;
 How you came to use them and why you think they were successful in supporting student
learning. Give reasons for your choice of activities and techniques and how they relate to
developing the learners' understanding of the subject/discipline; and
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Your evidence should emphasise your direct knowledge and use of effective assessment and
feedback/feedforward approaches. Assessment and feedback is routinely used to measure and
support learning and you should demonstrate an understanding of appropriate assessment and
feedback techniques within an HE context and how they are applied. The assessment and
feedback mechanisms you adopt may occur in a variety of ways and be summative and/or
formative.
For example, you might carry out assessments such as questionnaires, surveys, interviews,
observations, testing, projects (a culminating project that synthesises knowledge) and
examinations. The assessment may be group based or individual, physical or online.
Ensure your evidence demonstrates an increasing awareness of different methods of, and
approaches to, assessment and feedback, as well as a growing ability to choose the most
appropriate approach for the achievement of your learning aims.
 The main types of formative and/or summative assessment that you use with learners,
whether formal or informal;
 How and why you choose the particular approaches and methods you employ, in so far as
this was your own decision;
 How you ensure your assessments are valid indicators of what you want your learners to
learn, that your marking is reliable and the standards you set are appropriate;
 How you give feedback to learners and ensure it supports and improves their
understanding of the subject, their performance and/or their development as learners;
Area of Activity 4: Develop effective learning environments and approaches to student

support and guidance
The definition of ‘learning environments’ is open to diverse interpretation. Individual practitioners

often work beyond the local physical environment of the classroom in, for example, the laboratory,
studio, workplace, via distance learning and using online learning environments. They take the
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nature of the learning environment, the learning culture being developed, the nature and extent of
the support infrastructures into account and are able to distinguish between academic and
pastoral interventions. Applicants should also take the range of environments available to learners
into account as well as how they are enabled to access, understand and utilise them.
This Area of Activity is about how you make effective use of both the formal and informal learning
environment to facilitate learning and how you meet the needs of your learners in terms of
educational support and guidance. It includes how you:
 utilise and manage a range of physical or virtual learning environments so that they are
appropriate to your learners’ needs;
 work with learners and service providers to ensure that your learners can access and use
a broad range of learning opportunities. Learner support might include such activities as
personal and academic tutoring, one-to-one advice, counselling, developing practice to
meet the learning implications of widening access and supporting learners with disabilities.
 The main types of educational environment in which you work and/or what kinds of support
and guidance you give to your learners, whether formal or informal;
 Use examples from your practice where you have utilised the learning environment and/or
provided support and guidance to your learners;
 How you have contributed to making the learning environment more effective for learners;
 The ways you have contributed to supporting and guiding your learners;
 Why you chose those particular strategies and how well they worked;
Area of Activity 5: Engage in continuing professional development in subjects/disciplines

and their pedagogy, incorporating research, scholarship and the evaluation of professional
practices
This Area of Activity is about how you maintain and develop your capability to perform your
teaching and learning support roles. It includes:
 how you incorporate subject and pedagogic research and/or scholarship within your
professional practice as a teacher/supporter of learning;
 how you gather and utilise information from your own activities.
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Activities you undertake as part of a group or team are valued as much as individual activities.
You may carry out your own scholarly activities or pedagogic research (or use others’) to inform
your practice. Indicate how your teaching and learning support is influenced by different types of
scholarly and/or professional activity. These activities are likely to be wide ranging, incorporating
both formal and informal approaches to continuing professional development. Examples include:
 Presenting or participating in conferences on higher education learning and teaching (often

discipline specific);
 Attending workshops or training events related to higher education learning and teaching;
 Engaging in peer observation or peer review of higher education teaching;
 Regular departmental meetings where the discussion is about HE learning and teaching
issues;
 Effective dialogue about learning and teaching;
 Bidding for and involvement in projects or research on higher education learning and
teaching;
 Implementing new approaches to higher education learning and teaching;
 Subject and other network activities in higher education learning and teaching;
 Reading and applying literature related to higher education learning and teaching;
 Incorporating research and scholarship related to higher education learning and teaching
into your own practice;
 Visits to other institutions/organisations;
 Evaluating one’s own professional practices;
 Undertaking accredited and non-accredited CPD that informs your professional practice.
How might you demonstrate that you have become a better teacher/practitioner through
continuing professional development, research and the evaluation of your teaching and learning
related practices?
 Your main strategies for updating and developing your capability as a teacher and/or
supporter of learning. Refer here to any activities you have undertaken to update yourself
on aspects of teaching and learning, for example staff development activities, conferences
on learning and teaching or participation in projects to develop learning methods;
 How you used the outcomes from any continuing professional development strategies to
improve learning experiences and your own professional practice;
9. REFEREES
referees is to provide an informed peer review of your eligibility for Fellowship using their
knowledge of your work and the context in which you teach and/or support learning. The referees
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should be individuals who are in a position to comment and substantiate your record of
10. HOW TO APPLY
In summary, to apply for FHEA recognition through the Experiential Pathway of the Strathclyde
 Complete your APP (your reflective commentary on the five Areas of Activity including all
the Core Knowledge and Professional Values) using the FHEA Submission Template
Experiential applications for D2/FHEA categories will be assessed by 2 reviewers, both holding at
least Fellowship recognition, and having received structured training to support them in this role.
Review panels will take place twice per year and your application will normally be reviewed at the
next scheduled panel following your submission.
for resubmission.
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development.
In considering D2/FHEA applications, a review panel may recommend that a D1 recognition

award may be more appropriate. If this outcome applies to you we will contact you to explain this
and discuss the options available to you.
cannot act as a reviewer for anyone they have mentored or anyone within their own faculty.
An external reviewer will moderate a sample of D1 and D2 applications. The external reviewer will
also have the right to be present at any meetings of the review committee.

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exchange (SPARK).
support networks.
Strathclyde Programme for Academic practice, Researcher develop ment and



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14. CONTACT DETAILS
Website:
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APPENDIX 10: FHEA GUIDANCE NOTES FOR REFEREES
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FHEA
REFEREE
GUIDANCE
DOCUMENT

an application for FHEA

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The guidance below is designed to help you prepare your reference for a Fellow applicant. You
should be a Fellow, Senior Fellow or Principal Fellow of the HEA, or an appropriate experienced
member of staff working for a higher education provider.
your knowledge of their practice and the context in which he/she teaches or supports learning in
higher education. If possible, please comment on the applicant’s most recent role and
responsibilities. Please take time to read the applicant’s Account of Professional Practice to
enable you to write an appropriate reference. You may also wish to refer to the Strathclyde
“Professional Recognition of Teaching at Strathclyde” handbook.
You should be in a position to comment on and substantiate the applicant’s record of

effectiveness in relation to teaching and/or the support of learning in higher education. Your
reference should primarily refer to the applicant's experience and achievements in learning and
teaching and should refer to his/her research record only in so far as this directly informs their
teaching.
You should comment directly on the content of the applicant’s Account of Professional Practice,
basing your reference on how the applicant meets the Dimensions of the UK Professional
Standards Framework (UKPSF) at Descriptor 2. These are listed overleaf.
Please provide practical examples to support your comments wherever possible. If you have been
involved in peer observation of the applicant’s teaching or support of learners, please draw on
examples from this. Similarly, please comment on any innovative practice and/or contribution to
developments by the applicant in teaching and learning within his/her discipline.
To achieve Fellowship, all of the Dimentions (Areas of Activity, Core Knowledge and Professional
Values) of the UKPSF must underpin the practice of those seeking recognition. Please provide
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examples, where appropriate, of ways in which this underpinning is apparent in the applicant’s
account.
5. D2/FHEA REQUIREMENTS
Professional recognition for FHEA aligns to the Dimensions of the UKPSF and focuses on
Descriptor 2:
An individual working in this category demonstrates a broad understanding of effective

approaches to learning and teaching as key contributions to high quality student learning.
Individuals should be able to provide evidence of:
 successful engagement across all five Areas of Activity;

 appropriate knowledge and understanding across all aspects of Core Knowledge;
 a commitment to all the Professional Values;
 successful engagement in appropriate teaching practices related to the Areas of Activity;
 successful incorporation of subject and pedagogic research and/or scholarship within the
above activities, as part of an integrated approach to academic practice; and
 successful engagement in continuing professional development in relation to teaching,
learning, assessment and, where appropriate, related professional practices.
6. CONTACT DETAILS
Website:
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APPENDIX 11: FHEA SUBMISSION TEMPLATE
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FHEA
APPLICATION
(EXPERIENTIAL)
Name here

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Applicants should refer to the FHEA Guidance document for application guidance.
1. PERSONAL DETAILS
Name
Job Title
Department
e-Mail Address
Extension
FTE

Qualifications
Previous Fellowship
Awards (and dates
awarded)
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Area of Activity 4: Develop effective learning environments and approaches to student support
and guidance
Area of Activity 5: Engage in continuing professional development in subjects/disciplines and their

pedagogy, incorporating research, scholarship and the evaluation of professional practices
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7. SUBMISSION
the HEA.
[email protected]
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APPENDIX 12: SFHEA GUIDANCE DOCUMENT
Page 109
SFHEA
GUIDANCE
DOCUMENT
Guidance on applying for SFHEA

Framework

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1. SENIOR FELLOWSHIP OF THE HIGHER EDUCATION

ACADEMY
Senior Fellowship of the Higher Education Academy (SFHEA) through the experiential pathway of
the Strathclyde Recognition Framework.
Senior Fellowship of the HEA is awarded to professionals who can demonstrate they meet the
criteria of Descriptor 3 (D3) of the UK Professional Standards Framework (UKPSF) for teaching
and supporting learning in higher education.
By applying to be a Senior Fellow of the HEA you will present a thorough understanding of
effective approaches to teaching and learning support as a key contribution to high quality student
learning. You should be able to provide evidence of:
D3.I Successful engagement across all five Areas of Activity.
D3.II Appropriate knowledge and understanding across all aspects of Core Knowledge.
D3.III A commitment to all the Professional Values.
D3.IV Successful engagement in appropriate teaching practices related to the Areas of Activity.
D3.V Successful incorporation of subject and pedagogic research and/or scholarship within the
above activities, as part of an integrated approach to academic practice.
D3.VI Successful engagement in continuing professional development in relation to teaching,

learning, assessment, scholarship and, as appropriate, related academic or professional
practices.
D3.VII Successful coordination, support, supervision, management and/or mentoring of

others (whether individuals and/or teams) in relation to learning and teaching.
The UKPSF is central to the recognition of individuals as Senior Fellows. You will need a working
knowledge of its contents in order to prepare your application. A full copy of the UKPSF can be
obtained from the following link,
2. APPLICATION REQUIREMENTS FOR SFHEA
You should submit your application using the SFHEA Submission Template Document.
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 An Account of Professional Practice (APP), 5000 – 6000 words consisting of

o a reflective commentary on your higher education roles, responsibilities and
professional experience;
o two case studies outlining contributions you have made to learning and teaching in
higher education which demonstrate how you have organised, led and/or managed
specific aspects of teaching and learning provisions.
 Senior Fellowship is based on meeting Descriptor 3 (D3) of the UKPSF and your APP is
the core of your application. Your reflective commentary and case studies should explain
how you meet the requirements set out in Descriptor 3 of the UKPSF.
 Your application is a claim for Senior Fellowship and as such should include appropriate
rationale for the choices made and any evidence of success, influence and impact in
teaching and/or supporting learning. All your evidence will be based on real examples of
practice that draw upon scholarly activity in learning and teaching.
to your claim for Senior Fellowship. The quality of your evidence is much more important
than the quantity of examples you provide. Where you reflect on any historical professional
practice as part of your evidence, ensure you then reflect on its current impact on your or
others’ professional practice and on the wider learning and teaching context.
 Your APP should make clear how you apply the Core Knowledge and Professional Values
to the evidence in your APP. This alignment of your work to the UKPSF is essential. The
evidence should be incorporated across your APP in both your reflective commentary and
case studies.
 Your application is centred round a process of continuing professional development which
demonstrates your thorough understanding of effective approaches to teaching and/or
learning support.
 It is important that you address all the Dimensions of the UKPSF. Given the complex and
integrative nature of professional practice for Senior Fellow, avoid a mechanistic or tick-
box mapping approach to ensure full coverage.
 A critical characteristic of Senior Fellows is that they are able to demonstrate the
successful co-ordination, support, supervision, management and/or mentoring of others
(whether individuals or teams) in relation to learning and teaching. Ensure you sufficiently
evidence this in your APP.
 The overall maximum word count for the APP is 6,000 words. This is your combined
reflective commentary and two case studies. It is at your discretion how you wish to split
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your overall word count across the case studies and reflective commentary sections.
Throughout your application, the quality of reflection on and of your professional practice
should be the focus of your narrative, rather than the description.
(FQHEIS);
4. REFLECTIVE COMMENTARY
In preparing your reflective commentary, focus in particular on the education, training,

employment, roles and experience which have contributed to your professional development as
teacher, mentor, facilitator of learning and academic leader. You might include informal activities
whether individual, collaborative or team-based, that you believe have had a significant impact on
your academic practice and/or on the practice of others. Highlight the primary influences on your
own development, focusing on the progressive attainment of your professional capabilities and
how you and others have benefitted from the continuous learning and development process
involved.
You may wish to reflect on:
 Career milestones
o roles and responsibilities related to teaching and supporting learning;
o relevant qualifications obtained from formal professional development.
 Areas of research, scholarship/pedagogic research and/or professional practice
o relevant publications and/or presentations;
o incorporation of research, scholarship and/or professional practice into teaching
and supporting learning;
o links with professional bodies or wider communities
 Involvement in teaching and learning initiatives
o institutional/nationally funded projects;
o small-medium scale investigations or awards;
o work with professional bodies;
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o development and/or adoption of learning and teaching themes, for example,

internalisation, employability, assessment and feedback, retention, flexible learning,
education for sustainability;
o dissemination of teaching and learning related expertise.
 Recognition and reward
o teaching prizes, fellowships, institutional awards for innovation;
o professional body recognition
 Collaborating with others
o advisory, support, co-ordination roles in teaching and supporting learning;
o leadership and management roles.
 Educational and staff development activity
o mentor roles in professional development programmes for new and inexperienced
staff;
o learning and teaching workshops/seminars
o related publications/documents.
 Leadership, management and organisational roles within an institutional or wider higher
education context.
o learning and teaching/quality enhancement committees;
o programme design, approval and review process;
o quality assurance roles and responsibilities.
5. CASE STUDIES
In this section of your application, provide reflective accounts of two particular contributions or
experiences which:
 have had a significant impact upon the co-ordination, support, supervision, management
and/or mentoring of others (whether individuals and/or teams), in relation to learning and
teaching;
 demonstrate your sustained effectiveness in relation to learning and teaching and that you
meet the criteria for Senior Fellowship
Use the two case studies to address different aspects of Descriptor 3, with a focus on your
organisation, leadership and/or management of specific aspects of learning and teaching
provision. You might include informal activities, whether individual, collaborative or team-based,
that have had a significant impact on your academic practice and/or on the practice of others. The
emphasis should be on your effectiveness in relation to learning and teaching and should
incorporate how you have led, organised or managed specific aspects of learning and teaching
provision. At least one of your case studies should focus on a situation where you worked with
others using your skills, knowledge and awareness in leading, managing or organising
programmes, subjects and/or disciplinary areas.
You should clearly demonstrate an integrated and reflective approach to academic practice that
incorporates research, scholarship and/or professional practice.
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Focus on particular aspects of your work such as:
 Developing quality enhancement

o ways you interact with others to ensure appropriate alignment of teaching, learning
and assessment practices;
o how you ensure that student learning within the context of your responsibilities is
enriched by disciplinary and pedagogic research, scholarship and professional
practice (your own and that of others);
o ways you have fostered dynamic approaches to learning and teaching through
creativity and innovation.
 Supporting other colleagues
o how you have supported other colleagues to enhance their practices;
o specific examples of how you have enhanced academic practice through co-
ordinating/managing others;
o your roles in learning and teaching projects and initiatives at departmental,
institutional or in the wider HE context;
o course and programme development, review and revalidation.
 Sustained engagement with educational and staff development
o staff development activities you have facilitated (informal and formal) that enhance
your colleagues’ abilities to meet the dimensions of the UKPSF;
o how your contributions have promoted the student learning experience through
professional development of staff under your influence and guidance e.g. through
informal or formal mentoring arrangements;
o how you have disseminated your knowledge and skills in teaching and supporting
learning to audiences both within and external to your institution.
 Evaluation of academic practice
o steps you have taken to develop your own practice and how you have used your
own experience to enable others to reflect on and critique their own practice;
o how you support, encourage and implement evaluation processes designed to
enhance the student learning experience.
The following are examples of case studies previously submitted by Strathclyde University
applicants,
 Development and delivery of a Massive Open Online Course (MOOC)

 A mechanism to evaluate module/class and teacher performance
 BSc (hons) dissertation re-design
 Enabling students to experience and acquire global design team working skills
 Comprehensive clinical practice assessment re-design
 Design and implementation of university-wide CPD programme for learning and teaching
6. REFEREES
referees is to provide an informed peer review of your eligibility for Fellowship using their
Page 115
knowledge of your work and the context in which you teach and/or support learning. The referees
should be individuals who are in a position to comment and substantiate your record of
7. HOW TO APPLY
In summary, to apply for SFHEA recognition through the Experiential Pathway of the Strathclyde
 Complete your APP (your reflective commentary and two case studies using the SFHEA
Submission Template
Experiential applications for D3/SFHEA will be assessed by a panel of three reviewers, including
two internal reviewers each holding at least Fellowship recognition, and at least one of which will
hold senior fellowship recognition, and an external reviewer, approved by the HEA who will hold at
least senior fellowship recognition. This panel will meet every 6 months and your application will
normally be reviewed at the next available panel following your application submission. Following
your submission we will contact you to confirm that your application has been received and let you
know when you should expect to hear the outcome.
The panel will review your application and look for evidence that your approach to
teaching/supporting and managing learning is grounded in an understanding of how learners
develop knowledge and practice within your discipline or role. Your evidence should therefore be
reflective, not just descriptive. The panel will also look for indications of how you evaluate your
effectiveness and how you develop your approach in the light of your experience and continuing
professional development. A holistic approach to reviewing your application will be adopted and
the panel will seek evidence from across your application. A critical characteristic of Senior
Fellows is that they are able to demonstrate the successful coordination, support, supervision,
management and/or mentoring of others (whether individuals or teams) in relation to learning and
teaching.
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for resubmission.
In considering D3/SFHEA applications, a review panel may recommend that a D2/FHEA

recognition award may be more appropriate. If this outcome applies to you we will contact you to
explain this and discuss the options available to you.
cannot act as a reviewer for anyone they have mentored or anyone within their own faculty.
An external reviewer will participate in the review of all Senior Fellowship (D3) applications and a
sample of D1 and D2 applications. The external reviewer will also have the right to be present at
any meetings of the review committee.

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Academic Development Suppor t at Strathclyde

exchange (SPARK).
support networks.
Strathclyde Programme for Academic practice, Rese archer development and



Page 118
11. CONTACT DETAILS
Website:
Page 119
APPENDIX 13: SFHEA GUIDANCE NOTES FOR REFEREES
Page 120
SFHEA
REFEREE
GUIDANCE
DOCUMENT

an application for SFHEA

Page 121
The guidance below is designed to help you prepare your reference for a Senior Fellow applicant.
You should be a Fellow, Senior Fellow or Principal Fellow of the HEA, or an appropriate
experienced member of staff working for a higher education provider.
your knowledge of their professional experience. You should be in a position to comment on and
substantiate the applicant’s evidence of a sustained record of effectiveness in relation to learning
and teaching. This evidence may incorporate, for example, the organisation, leadership and/or
management of specific aspects of learning and teaching provision.
If possible, please comment on the applicant’s most recent role and responsibilities. To write an
appropriate reference, please take time to read the applicant’s Account of Professional Practice
and comment directly on its content.
You may also wish to refer to the Strathclyde “Professional Recognition of Teaching at
Strathclyde” handbook.
Your reference should primarily refer to the applicant's experience and achievements in learning
and teaching and should refer to his/her research record only in so far as this directly informs their
teaching. Please use your knowledge of his/her work to comment on how the applicant meets the
Dimensions of the UKPSF for teaching and supporting learning in higher education at Descriptor 3
(D3).
Your reference should support any claims made in relation to leadership and/or the
management/organisation of specific aspects of learning and teaching provision within the context
of the applicant’s role(s).
Provide practical examples to support your comments wherever possible. Please comment on
any innovative practice, mentoring, contribution to developments in learning and teaching at
team/departmental/institutional level. Similarly, please comment on any innovative practice,
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contribution to developments in organising and leading learning and teaching within the
applicant’s discipline.
It is expected that all the Dimensions (Areas of Activity, Core Knowledge and Professional
Values) of the UKPSF underpin the practice of those recognised by the HEA. Please provide
examples, if appropriate, of where and how this underpinning is presented in the account.
5. D3/SFHEA REQUIREMENTS
Professional recognition for SFHEA aligns to the Dimensions of the UKPSF and focuses on
Descriptor 3:
An individual working in this category demonstrates a thorough understanding of effective

approaches to learning and teaching support as a key contribution to high quality student learning.
Individuals should be able to provide evidence of:
 successful engagement across all five Areas of Activity;

 appropriate knowledge and understanding across all aspects of Core Knowledge;
 a commitment to all the Professional Values;
 successful engagement in appropriate teaching practices related to the Areas of Activity;
 successful incorporation of subject and pedagogic research and/or scholarship within the
above activities, as part of an integrated approach to academic practice;
 successful engagement in continuing professional development in relation to teaching,
learning, assessment, scholarship and, as appropriate, related academic or professional
practices; and
 successful co-ordination, support, supervision, management and/or mentoring of others
(whether individuals and/or teams) in relation to learning and teaching.
Page 123
6. CONTACT DETAILS
Website:
Page 124
APPENDIX 14: SFHEA SUBMISSION TEMPLATE
Page 125
SFHEA
APPLICATION
Name here

Page 126
Applicants should refer to the SFHEA Guidance document for application guidance.
1. PERSONAL DETAILS
Name
Job Title
Department
e-Mail Address
Extension
FTE

Qualifications
Previous Fellowship
Awards (and dates
awarded)
2. ACCOUNT OF PROFESSIONAL PRACTICE
Start writing your account of professional practice here …
3. CASE STUDY 1
Start writing Case Study 1 here …
Page 127
4. CASE STUDY 2
Start writing Case Study 2 here …
5. SUBMISSION
the HEA.
[email protected]
Page 128

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PROFESSIONAL

Routes to Higher Education Academy Fellowship

This handbook provides detail of both taught and experiential

the place of useful learning

APPENDIX 1: TEACHING LEARNING AND ASSESSMENT WITHIN THE DISCIPLINES

Welcome to Strathclyde’s Framework for Professional Recognition of Teaching. This framework

HEA Fellowship is an international recognition of a commitment to professionalism in teaching

Strathclyde’s Framework for Professional Recognition of Teaching is accredited to award the

Fellowship offers many benefits, including:

 Internationally recognised recognition of your professional practice in HE, and alignment of

3. THE UK PROFESSIONAL STANDARDS FRAMEWORK

The UKPSF can be viewed in full at the following link,

The framework has two components,

 The Dimensions of Practice are a set of statements outlining the,

o Areas of Activity undertaken by teachers and supporters of learning within HE

Figure 1: Dimensions of Practice described in the UKPSF

 Descriptor 1: Associate Fellow of the HEA

4. ACADEMIC DEVELOPMENT AT STRATHCLYDE

Learning and Teaching Development Programmes

 Strathclyde Teaching Excellence Programme (STEP); and

Strathclyde Teaching Excellence Programme (STEP)

Strathclyde Programme for Academic practice, Researcher development and

The SPARK programme is an academically accredited programme which is available to university

 Learning and Teaching in Higher Education;

Academic Development Staff

Stuart Boon, FHEA

Stuart Boon is the Academic Development Director within the

Stuart’s research interests include pedagogical uses of emerging

Stuart contributes to a number of classes across the SPARK programme.

Dr. Katy Savage, SFHEA

Katy contributes to the University's educational strategy as part of Senate,

Dr. Emma Compton-Daw, FHEA

5. RECOGNITION PATHWAYS AT STRATHCLYDE

The pathways for recognition at Strathclyde are summarised in Table 1 below.

Table 1: Strathclyde Recognition Framework

HEA Senior Fellow Individuals with sustained Submission of Account of

HEA Principal Fellow Highly experienced

Selecting a Recognition Category and Getting Started

through the course booking system.

 Submission of the AFHEA (taught) Application (shown in Appendix 4) and demonstration

 attend a “Professional Recognition of Learning and Teaching Information Workshop”,

 Early career academics;

 Submission of the D2/FHEA (taught) Application (shown in Appendix 5) and demonstration

 attend a “Professional Recognition of Learning and Teaching Information Workshop”,

Senior fellowship requires demonstration of a sustained record of effectiveness in leading learning

D3/SFHEA recognition is only available via the experiential pathway.

 attend a “Professional Recognition of Learning and Teaching Information Workshop”,

 Attend development opportunities such as appropriate courses from the Strathclyde

6. SUBMITTING YOUR APPLICATION

References and Referees

Associate Fellowship and Fellowship Application Assessment

Figure 1: D1/AFHEA Assessment process

Figure 2: D2/FHEA Assessment Process

Submission of Exam board

In considering D2/FHEA applications, a review panel may recommend that a D1/AFHEA

Senior Fellowship Application Assessment

8. MAINTAINING GOOD STANDING AND STAYING INVOLVED

It is an expectation of all categories of fellowship that applicants continue to engage in CPD

Academic Development Support at Strathclyde