Evidencing Excellence in teaching, learning and assessment

The third is a series of keynote talks as adjunct Professor visiting the University of the Sunshine Coast.

With thanks to Anita Jones, General manager, CSALT USC for co-presenting

Evidencing Excellence for Fellowships: AdvanceHE, the awarding body, have recently updated the criteria for fellowships at all levels. This interactive session will highlight the main differences in approach, and offer suggestions and ideas for staff seeking to apply for Fellowships. There will be lots of time for discussion and questions.

1. Debbie Holley (PFHEA NTF)
Professor of Learning Innovation
Bournemouth University UK
Evidencing
Excellence: what to
write for AdvanceHE
Fellowships
"for a better tomorrow"

3. Presentation:
•Overview of changes of scheme
•Evidencing excellence – where
to start and what counts
•Questions and answers

4. Start: which level?
https://www.advance-he.ac.uk/fellowship

5. Key changes introduced in
the AdvanceHE PSF
Shared with
permission USC
May 2024

6. Professional Values
PSF 2023 – with highlighted key changes
STEMIN YOUR CONTEXT, SHOW HOW YOU:
V1 respect individual learners and diverse groups of
learners
V2 promote engagement in learning and equity of
opportunity for all to reach their potential
V3 use scholarship, or research, or professional
learning, or other evidence-informed approaches
as a basis for effective practice
V4 respond to the wider context in which higher
education operates, recognising implications for
practice
V5 collaborate with others to enhance practice
Summary of changes
STEM[New]
V1 [Minor change]
phrase revised to aid clarity; introduction of diverse
groups replaces diverse learning communities
V2 [Minor change]
words added and phrases revised to aid clarity and
strengthen emphasis
V3 [Minor change]
revised to aid clarity and emphasise purpose
V4 [Minor change]
proactive verb added to emphasise required action
V5 [New]
introduces the importance of collaborative practice –
e.g. with: colleagues from same and/or other
disciplines/services, learners, external stakeholders

7. Core Knowledge
PSF 2023 – with highlighted key changes
STEMIN YOUR CONTEXT, APPLY KNOWLEDGE OF:
K1 how learners learn, generally and within specific
subjects
K2 approaches to teaching and/or supporting learning,
appropriate for subjects and level of study
K3 critical evaluation as a basis for effective practice
K4 appropriate use of digital and/or other
technologies, and resources for learning
K5 requirements for quality assurance and
enhancement, and their implications for practice
Summary of changes
STEM[New]
K1 [Major change and relocated]
emphasis changed and relocated from former K3
K2 [Minor change]
revised to aid clarity and explicitly include non-
academic colleagues who support learning
K3 [Major change and relocated]
former K3 revised and relocated as new K1 Emphasis
changed, purpose clarified and relocated from
former K5
K4 [Minor change]
expanded to include digital technologies and
resources
K5 [Minor change and relocated]
shortened to aid clarity and relocated from former
K6

8. Areas of Activity
PSF 2023 – with highlighted key changes
STEMIN YOUR CONTEXT, DEMONSTRATE THAT YOU:
A1 Design and plan learning activities and/or
programmes
A2 Teach and/or support learning through appropriate
approaches and environments
A3 Assess and give feedback for learning
A4 Support and guide learners
A5 Enhance practice through own continuing
professional development
Summary of changes
STEM[New]
A1 [Minor change]
shortened to aid clarity
A2 [Minor change and partially relocated]
phrase strengthened by including methods +
contexts
partial relocation from former A4
A3 [Minor change]
emphasis strengthened
A4 [Minor change]
shortened for clarity, while also enabling stronger
focus on student support
A5 [Minor change]
shortened to remove overlap with new V3 and K3
Own CPD – even D4

9. Descriptor 1 (AF)
PSF 2023 – with highlighted key changes
INTROD1 is suitable for individuals whose practice
enables them to evidence some Dimensions.
Effectiveness of practice in teaching and/or support
of learning is demonstrated through evidence of:
D1.1Use of appropriate Professional Values, including
at least V1 and V3
D1.2Application of appropriate Core Knowledge,
including at least K1, K2 and K3
D1.3Effective and inclusive practice in at least two of
the five Areas of Activity
Summary of changes
INTRO[Minor change]
revised introduction which also replaces “Typical
individual role/career stage” text to aid clarity
Now focus is on practice not roles
D1.1[Major change and relocated]
adds a specific requirement, in recognition of
importance of V1 and V3
relocated from former D1.iv
D1.2[Major change and relocated]
revision adds a further specific requirement, in
recognition of importance of K3
relocated from former D1.iii
D1.3[Major change and relocated]
addition of “effective” and “inclusive” as clear
indication of their criticality
relocated from former D1.i
combines former D1.i and D1.ii to aid clarity and
avoid duplication

10. Descriptor 2 (F)
PSF 2023 – with highlighted key changes
INTROD2 is suitable for individuals whose practice with
learners has breadth and depth, enabling them to
evidence all Dimensions.Effectiveness of practice
in teaching and/or support of high-quality learning
is demonstrated through evidence of:
D2.1Use of all five Professional Values
D2.2Application of all five forms of Core Knowledge
D2.3Effective and inclusive practice in all five Areas of
Activity
Summary of changes
INTRO[Minor change]
revised introduction which also replaces “Typical
individual role/career stage” text to aid clarity
Now focus is on practice not roles
D2.1[Minor change and relocated]]
action required has been strengthened
relocated from former D2.iii
D2.2[Minor change]
revised to strengthen activities related to Core
Knowledge
reduced to aid clarity
D2.3[Minor change and relocated]
addition of “effective” and “inclusive” as clear
indication of their criticality
relocated from D2.i
combines former D2. i and D2.iv to aid clarity and
avoid duplication

11. Descriptor 3 (SF)
PSF 2023 – with highlighted key changes
INTROD3 is suitable for individuals whose comprehensive
understanding and effective practice provides a
basis from which they lead or influence those who
teach and/or support high-quality learning.
Individuals are able to evidence:
D3.1A sustained record of leading or influencing the
practice of those who teach and/or support high-
quality learning
D3.2Practice that is effective, inclusive and integrates
all Dimensions
D3.3Practice that extends significantly beyond direct
teaching and/or direct support for learning
Summary of changes
INTRO[Minor change]
revised introduction which also replaces “Typical
individual role/career stage” text to aid clarity
Now focus is on practice not roles
D3.1[Major change and relocated]
revised version of former D3.vii to aid clarity and
give prominence to the practice of leading or
influencing others
D3.2[Major change]
addition of “effective” and “inclusive” as clear
indication of their criticality.
clarifies that all Dimensions must be integrated into
practice
D3.3[Major change]
new addition that clarifies relevant practice

12. Descriptor 4 (PF) *not supported by USC processes
PSF 2023 – with highlighted key changes
INTROD4 is suitable for highly experienced individuals
whose practice involves a sustained record of
effectiveness in strategic leadership of high-quality
learning.Theirimpactisextensive. Individuals are
able to evidence:
D4.1Sustained and effective strategic leadership of
higher education practice, with extensive impact
on high-quality learning: within or beyond an
institution, or across a discipline or profession
D4.2Development and implementation of effective and
inclusive: strategies, or policies, or procedures, or
initiatives, to enhance practice, and outcomes for
learners
D4.3Active commitment to, and integration of, all
Dimensions in the strategic leadership of academic
or professional practices
Summary of changes
INTRO[Minor change]
revised introduction which also replaces “Typical
individual role/career stage” text to aid clarity
Now focus is on practice not roles
D4.1[Major change and relocated]
revised, with emphasis given to effective strategic
leadership and impact on high-quality learning
Relocated from D4. ii
D4.2[Major change and relocated]
addition of “effective” and “inclusive” as clear
indication of their criticality
revised to incorporate a broader range of practice
relocated from D4.iii
D4.3[Minor change and relocated]
revised to incorporate aspects of former D4.i and
D4.iv to strengthen and aid clarity

13. Write 1 thing
What are you
fantastic at with
helping students
learn?

14. Celebrate 'you' and
your values,
teaching
philosophy
Department?Faculty?Institutio
n?Regional?National?Interna
tional?Discipline/cross-
discipline?Professional
bodies/wider sector?And in
these contexts,how does it
explicitly relate toteaching
andstudentlearning?Departm
ent?How are you
measuring/evaluating impact?

15. Course influence
(Fellowship)
I eliminated duplicatedeffortand
improvedthealignment of
theassignments to
thematerialspresented.Student
working hours decreasedby25%,
and all coursematerials were
enhancedandstreamlined.The
totalnumber of hours I
andmycolleagues spentmarking
and generatingfeedbackper
student wasreduced,and
standardsofrigourwere
improved."

16. Senior Fellowship – high level introduction
I was the founder and driving-force behind [the #DryLabsRealSceince]
community of practice at the start of the pandemic, providing the life
sciences sector with a collaborative platform that has revolutionised
teaching approaches and enhanced the experience of students’ laboratory
practical teaching and learning.
Over the past two years I have organised/chaired 16 meetings involving 46
different presenters, which have attracted over 750 accumulative
attendees, devoting more than 15,000 person-hours to the network.
Attendees come from universities (>75), FE colleges, schools, and
commercial companies across a wide range of subject areas from
biosciences to food science, engineering, to fashion, with an international
reach, which has facilitated new collaborative opportunities.
Dr Nigel Francis (NTF 2022)https://www.advance-he.ac.uk/ntfs/dr-nigel-francis

17. Blending different aspects for impact
•"I needed to take this {industry software]
examinationmyself, so I developed my own
study materials(themselves based on NI
materials) into a formattailored for my students,
based on their experience onmy module.I
arranged joint study sessions where weworked
on examples as a group, building up to
theexamination date wherewe all took the
CLADexamination together. In this way I
combined personalCPD, industrial engagement,
and enhanced studentoutcomes in a natural
way."

18. Example evidence type: student testimony
https://www.advance-he.ac.uk/ntfs/dr-emma-yhnell
“Dr Yhnell made the lectures so engaging and interesting.
Use of the music before the lectures that we chose almost
acted as an icebreaker.” – Student.
“When you attend Emma’s lectures it’s like a performance...
you’re always on the edge of your seat and gripped as you
never know what prop or demonstration she’s going to do
next…that helps us to learn complex topics and keeps us
enthused and engaged.” - Student
Choose the most impactful and don't duplicate
Dr Emma Yhnell (NTF 2023)

19. Example evidence type: module scores (Fellowship)
Matches the Claim's
focus on improving
students' assessment
literacy
Clear and concise
Shows outstanding
impact
Dr Robert Wilson (NTF 2019) https://www.advance-he.ac.uk/ntfs/dr-robert-wilson

20. Think about
impact (the so
what)
•“I have changed my
institution’s lab-deliveryand
capstoneresearch practice
incorporating simulations and
otherinnovations. This came
about through the
collaboration witha US
partner thatwould not have
happened
withoutthenetwork.”
•Supporting evidence
fromDr.DavidSmith NTF
(SheffieldHallam)

21. Top Tips: START!
Getting started!
•Ask colleagues and students for excellent quotes
(use sparingly)
•Plan your case studies –mindmap/fresh eyes
•Think about advocates/referees EARLY! And help
them by outlining which aspects you would love
them to write about
Preparation
•Collect your evidence – quantitative and qualitative
•Select your most persuasive examples – focus on
the exceptional
Writing
•Give it time if you can
•Work with a mentor
•Let your passion shine through
•Flawed hero/what problem did you need to fix?
•Some theoretical underpinning
•Enjoy!

22. Good Luck!

23. Any questions about the scheme – please contactfellowship@advance-
he.ac.uk
USC – contact CSALT experts
Debbie – thanks to National Teaching Fellows for sharing their examples