Descriptor Examples of Staff Groups Descriptor 1 Associate of the Higher Education Academy 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 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. a. Early career researchers with some teaching responsibilities (e.g. PhD students, GTAs, contract researchers/post doctoral students etc.) b. Staff new to teaching (including those with part-time academic responsibilities) c. Staff who support academic provision (e.g. learning technologists, learning developers and learning resource/library staff) d. who undertake demonstrator/technician roles that incorporate some teaching-related responsibilities e. Experienced in relevant professional areas who may be new to teaching and/or supporting learning, or who have a limited teaching portfolio Descriptor Examples of Staff Groups Descriptor 2 Fellow of the Higher Education Academy Demonstrates a 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. a. Early career academics b. Academic-related and/or support staff holding substantive teaching and learning responsibilities c. Experienced academics relatively new to UK higher education d. Staff with (sometimes significant) teaching-only responsibilities including, for example, within settings Descriptor Examples of Staff Groups
Associate Fellowship To become an ASPIRE Associate Fellow, you will provide evidence of effectiveness in relation to their 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 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 (e.g. PhD students, GTAs, contract researchers/post doctoral students etc.) 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 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, e.g. introducing the use of techniques and/or equipment Contributing to the development of learners in relation to e.g. 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
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. Such individuals are likely to lead or be members of established academic teams. Description Typical role/ career Typical Activities Demonstrates a thorough understanding of effective approaches to teaching and learning 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 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 appropriate Incorporating learning from scholarship and research into teaching and evaluating its effectiveness. Ensuring that course design and delivery complies with relevant quality standards and regulations Exercising appropriate operational leadership within own institutional setting (e.g. 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 (e.g. external examining responsibilities, serving scholarly and professional societies, reviewing and providing feedback as a peer reviewer for e.g. pedagogically focused research journals and awarding bodies) Demonstrating effective practice as an external examiner, including, as appropriate, contributing to reviews of internal quality assurance processes at e.g. disciplinary and/or institutional levels in light of both internal and external examiner experience. Principal Fellowship