A Guide to Completing Your Application Form

1 A Guide to Completing Your Application form 2 We are pleased that you are considering applying for a Fellowship, and would encourage you to provide us with engaging evidence that you can fulfil all of the criteria relevant to the level of Fellowship for which you are applying. Colleagues in a wide variety of roles contribute richly to our students' learning experiences at the University of Exeter, whether on taught programmes, research degrees or extra-curricular courses, and we look forward to hearing about your own, individual practices, achievements and values. When you submit your Application , whether in written or spoken form , the panel will be looking, above all, for evidence that you have a track record of working successfully and effectively in an education-related role. We want also to hear about the ways in which you have developed yourself in that role - whether through peer review, student feedback, attendance of teaching-related sessions and events, reading education-related literature or through any other method.

2 We want to have a sense of your professional values as someone who teaches and/or supports students' learning; what interests you about teaching? What, for you, does teaching in a research-led university add to your role? What excites you about your own subject discipline, and how do you share that with your students? Finally, we need you to provide two references which support explicitly your claim for Fellowship. We look forward to receiving your Application . If you have any questions relating to the ASPIRE Fellowship Scheme, please contact Clare Shimmin A note from the ASPIRE Accreditation 3 The Application Process Collect your references and submit them to alongside your completed Application form , 3 weeks before the Panel convenes Attend a Guidance Workshop and visit the ASPIRE webpage Select your chosen Fellowship tier, Application route and identify two referees Submit a Registration of Interest form at least 1 month before the panel convenes Download the Application form from the ASPIRE webpage and discuss your Application with your AL/Line Manager Complete the Application form Download the Guidance for Referees and Reference Pro Forma from the ASPIRE webpage and give these, with a copy of your Application form /overview of your presentation to your referees Oral Application route.

3 Attend the Accreditation Panel Written Application route: Await feedback from the Accreditation Panel 4 The first step is to select the tier of Fellowship for which you intend to Important things to note: ASPIRE Fellowships are in no way linked to job title. o You should select your Fellowship tier based on the amount of exposure to teaching and learning, degree of strategic leadership and institutional/(inter)national impact that you have. o If you have less than 3 years (FTE) experience of teaching and/or supporting learning in HE, you will only be able to apply for an Associate Fellowship. o If you are unable to evidence all of the UKPSF criteria (see pages 12-14), you will only be able to consider applying for an Associate Fellowship. You would still need to evidence at least two areas of activity, core knowledge criteria 1 and 2, and all of the professional values.

4 Where appropriate, the panel can award a lower or, exceptionally, higher level of fellowship than that which was applied for. If, having read the information on the next four pages, you remain unsure as to which tier of Fellowship is most appropriate for you, it may be helpful to discuss this further with Clare Shimmin 5 Associate Fellowship To become an ASPIRE Associate Fellow, you will provide evidence of effectiveness in relation to your professional role(s), which, typically, will include at least some teaching and/or learning support responsibilities. This teaching and learning role may sometimes be undertaken with the assistance of more experienced teachers or mentors. Description Typical role/career stage Typical Activities 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 - Successful engagement, where appropriate, in professional development activity related to teaching, learning and assessment responsibilities - Early career researchers with some teaching responsibilities ( PhD students, GTAs, contract researchers/post doctoral students etc.)

5 - Staff new to teaching (including those with part-time academic responsibilities) - Staff who support academic provision ( learning technologists, learning developers and learning resource/library staff) - Staff who undertake demonstrator/technician roles that incorporate - some teaching-related responsibilities - Experienced staff in relevant professional areas who may be new to teaching and/or supporting learning, or who have a limited teaching portfolio - Undertaking (sometimes limited) teaching and / or mentoring responsibilities as a team member within an established programme - Assisting in assessment-related activities and undertaking, (possibly under supervision), specified assessment tasks - Providing constructive feedback (formative and summative) to students as part of teaching duties - Contributing to skills development of learners/ students, introducing the use of techniques and/or equipment - Contributing to the development of learners in relation to professional codes of conduct - Developing teaching and learning materials, resources, methods and approaches - Using a range of technologies to support the learning of others and one s own professional development in relation to teaching - Critically evaluating the support offered to learners - Establishing an initial appreciation and knowledge of HE quality assurance processes, including the role of external examiners 6 Fellowship To become an ASPIRE Fellow, you will provide clear evidence of broadly based effectiveness in more substantive teaching and supporting learning role(s).

6 You are likely to be an established member of one or more academic and/or academic-related teams. You will need to have worked for at least three years (full time equivalent) in a role which involves teaching and/or supporting learning in a higher education context. Description Typical role/career stage Typical Activities Demonstrates a broad understanding of effective approaches to teaching and learning support as key contributions to high quality student learning. Individuals should be able to provide evidence of: - 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 and, where appropriate, related professional practices - Early career academics - Academic-related and/or support staff holding substantive teaching and learning responsibilities - Experienced academics relatively new to UK higher education - Staff with (sometimes significant)

7 Teaching-only responsibilities including, for example, within work-based settings - Academics and/or other individuals working in relevant roles in higher education and who have demonstrated that they are qualified to teach through, for example, the successful completion of an HEA accredited PG Certificate in Higher Education or equivalent qualification. - Identifying the learning needs of students and gauging appropriate learning outcomes - Ensuring that content, methods of delivery and learning materials are appropriate for defined learning outcomes - Developing appropriate teaching methods and materials suitable for a variety of settings (ranging from small group tutorials to large lectures) - Selecting and utilizing relevant technologies to enhance approaches to learning, teaching and assessment - Selecting and utilizing relevant assessment instruments and criteria for both formative and summative assessment - Providing critical and constructive feedback and guidance to learners - Supervising the work of students (teaching and/or research related)

8 - Seeking to improve personal teaching through acting on peer review/feedback, analysis of teaching design/delivery effectiveness and analysis of student/peer feedback - Participating in teaching-related observations and mentoring activities to improve professional practice - Engaging in internal quality assurance processes and, through training and development opportunities, consolidating their understanding of the role of external examiners as part of formal quality assurance processes. 7 Senior Fellowship To become an ASPIRE Senior Fellow, you will provide clear evidence of a sustained record of effectiveness in relation to teaching and learning, incorporating for example, the organisation, leadership and/or management of specific aspects of teaching and learning provision. You are likely to lead or be a member of established academic teams. Description Typical role/ career stage Typical Activities Demonstrates a thorough understanding of effective approaches to teaching and learning support as a key contribution to high quality student learning.

9 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 - Successful co-ordination, support, supervision, management and/or mentoring of others (whether individuals and/or teams) in relation to teaching and learning - 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 - Demonstrating leadership in the design, delivery and evaluation of a range of programmes of study (sometimes for entirely new courses) at various levels - Designing and utilizing innovative teaching approaches and materials, incorporating the use of technology where appropriate - Incorporating learning from scholarship and research into teaching and evaluating its effectiveness.

10 - Ensuring that course design and delivery complies with relevant quality standards and regulations - Exercising appropriate operational leadership within own institutional setting ( in developing and/or leading local policy implementation, participating in relevant committees; participating in peer review of programme validation and subject review) - Undertaking academic responsibilities in an external service capacity beyond one s own institution ( external examining responsibilities, serving scholarly and professional societies, reviewing and providing feedback as a peer reviewer for pedagogically focused research journals and grant awarding bodies) - Demonstrating effective practice as an external examiner, including, as appropriate, contributing to reviews of internal quality assurance processes at disciplinary and/or institutional levels in light of both internal and external examiner experience. 8 Principal Fellowship To become an ASPIRE Principal Fellow, you will be a highly experienced academic, able to provide evidence of a sustained and effective record of impact at a strategic level in relation to teaching and learning, as part of a wider commitment to academic practice.