HEA National Teaching Fellowship Scheme – Applications

The National Teaching Fellowship Scheme (NTFS) run by the Higher Education Academy opens its application ‘window’ in January 2018. Each University is able to support up to three candidates for NTF and Loughborough University now has an established process for choosing and then mentoring potential candidates for submission.

The first stage in this process is attendance at a workshop design to provide further information and to discuss the requirements for submission. The workshop will take place on 21st November 2017 from 12.00 – 1.00pm in Rutland 1.13a.

In preparation for the workshop colleagues are asked to write around 500 words about their teaching practice and bring this to the session. This should address the NTFS criteria:

  • Individual excellence: evidence of enhancing and transforming the student learning experience commensurate with the individual’s context and the opportunities afforded by it.
  • Raising the profile of excellence: evidence of supporting colleagues and influencing support for student learning; demonstrating impact and engagement beyond the nominee’s immediate academic or professional role
  • Developing excellence: evidence of the nominee’s commitment to her/his ongoing professional development with regard to teaching and learning and/or learning support

You can find out more about the NTFS on https://www.heacademy.ac.uk/professional-recognition/awards/national-teaching-fellowship-scheme-ntfs

All enquires to Nick Allsopp in CAP- email: N.J.Allsopp@lboro.ac.uk

EAT – it’s good for you!

Loughborough University and the Higher Education Academy Community of Practice: on Assessment and Feedback are pleased to offer a one-day event focusing on developing and implementing a self-regulatory approach to assessment. The event is taking place on Wednesday 20th September 2017 in the Stuart Mason Building and is being facilitated by the Centre for Academic Practice.

The day will be split into two parts:

Developing a Self-Regulatory Approach to Assessment: The EAT Framework (10.30 – 12.30, SMB 0.14)
Professor Carol Evans, University of Southampton

Assessment practice is a key driver in promoting high impact pedagogies and student engagement in learning. A step change is needed to advance how higher education institutions implement assessment practice to enhance student engagement and to maximise student learning outcomes. The session will describe how the EAT self-regulatory framework, a holistic inclusive assessment feedback framework, has evolved and how it can be used to support student and staff development of assessment literacy, feedback and design in partnership with each other as part of sustainable assessment feedback practice. Core to the development of this approach is an understanding of cognitive, metacognitive, and emotional regulation of learning informed by the Personal Learning Styles Pedagogy Framework (Waring & Evans, 2015).

Lunch will be provided from 12.30 – 1.30

Implementing EAT: Key lessons in scaling-up (1.30 – 3.30, SMB 0.02)
Professor Carol Evans, University of Southampton

This session is designed for Associate Deans and all those responsible for leading assessment and feedback practice. In the session, key considerations in scaling-up assessment and feedback practices mindful of institutional and faculty priorities and specific disciplinary needs will be explored with the intention of identifying strategies to support key priorities as an integral part of ‘ the fabric of things’ within the university. The potential of being a core member of the HEA Assessment and Feedback online Community of Practice will also be highlighted.

You can book onto this event on My.HR by following this link: https://myhr.lboro.ac.uk/tlive_ess/ess/index.html#/summary/careerdev/scheduledlearningactivity/474418AXK5

HEA clarify their expectations regarding “Good standing”


You may not have noticed that the HEA have relaunched their website. This may not seem too significant in itself but within the new site there are a number of additional resources and clarifications that are important. This blog post look at one of these.

The webpage on Good standing – https://www.heacademy.ac.uk/recognition-accreditation/ukpsf/good-standing – clarifies what has up until now been very general, unspecific advice. The advice makes clear that there is an implicit assumption that all HEA Fellows, irrespective of the descriptor they have been recognised for, MUST be able to demonstrate that they continue to “work in line with their relevant fellow descriptor standard and the Fellowship of the HEA Code of Practice.”

More specifically the HEA clearly state that they “expect HEA Fellows to be working towards their next award and be performing, or out-performing, their current Fellow descriptor standard.”

Finally, the HEA now expects all Fellows to record their professional development activity as part of the evidence they provide to the HEA of Good Standing. The HEA can ask for this evidence “at any given time” and have stated that they will now select a sample of fellows each year and request that they provide this evidence to confirm their Fellowship status.

These are new developments and have significant implications. There will need to be a change in behaviour on the part of both individuals and institutions running CPD schemes such as LUPE. Individuals will need to keep their record of professional development up-to-date and not wait until good standing is required (after 5 years in the LUPE scheme) before compiling it. Institutions will need to reassess their expectations and actively encourage colleagues to apply for the next descriptor. Gaining HEA fellowship can no longer seen as a one-off activity, like dogs at Christmas, it’s for life!

The Centre for Academic Practice will incorporate this new approach into its LUPE workshops and Writing Retreats, so sign up for one of these if you want to find out more.

Engagement through partnership

Engagement through partnershipThe recently published Higher Education Academy (HEA) report by Mick Healey, Abbi Flint and Kathy Harrington entitled Engagement through partnership: students as partners in learning and teaching in higher education (York: HEA, 2014) makes for very interesting reading.

In declaring that engaging “students and staff effectively as partners in learning and teaching is arguably one of the most important issues” facing 21st century Higher Education (HE), this report makes various references to the concept and case for partnership, the ability to develop this through learning communities, etc., as well as various concrete mechanisms through which this might be aided (including student charters, peer support, etc.).

Of particular interest are the arguments made in favour of involving students in curriculum and assessment design, with case studies offered under the following four headings:

  1. learning, teaching and assessment;
  2. subject-based research and enquiry;
  3. scholarship of teaching and learning; and
  4. curriculum design and pedagogic consultancy.

In sum, as the HEA points out: “Drawing together extensive UK and international scholarship and research to propose a new conceptual model for exploring the variety of understandings of students as partners in learning and teaching, this publication:

  • examines the motivations and rationales for staff and students engaging in partnership;
  • offers a pedagogical case for partnership;
  • identifies examples of strategic and sustainable practices of engaging students as partners in learning and teaching;
  • outlines how the development of partnership learning communities may guide and sustain practice in this area;
  • identifies tensions and challenges to partnership;
  • offers suggestions to individuals and institutions for addressing challenges and future work.”

It certainly gives us something worth thinking about, as well as acting upon, as we consider the potential inherent, as well as the progress already made, in terms of ‘students as partners’ in their learning and teaching. As the report points out, for this to be most effective and for it to reflect the evolving nature of HE and the relationships within it, this will require institution-wide approaches involving staff operating in academic departments, professional services, etc., working in active collaboration with both students and students’ unions.

Dr Peter Willmot (Wolfson) awarded HEA National Teaching Fellowship

117-Peter-WillmotCongratulations to Dr Peter Willmot on being awarded a Higher Education Academy National Teaching Fellowship.

The Higher Education Academy has announced today, 12th June, the 2014 National Teaching Fellows. The National Teaching Fellowships are the most prestigious awards for excellence in higher education teaching and support for learning. There were 180 nominations with 55 fellowships awarded. Successful nominees were nominated by their institutions and submissions had to show evidence of three criteria: individual excellence, raising the profile of excellence and developing excellence. More information can be found here.

Dr Peter Willmot is a Principal University Teacher in the School of Mechanical and Manufacturing Engineering and is described in his profile as ‘practical mechanical engineer, an energetic, innovative, dedicated teacher and distinguished pedagogic researcher’ click here to read more.

Dr Peter Willmot joins Dr Anthony Croft and Dr Christopher Sangwin as the National Teaching Fellows currently at Loughborough University and is one of 6 Academics that have been awarded the fellowship whilst working at Loughborough.

The dates for the National Teaching Fellowship scheme 2015 will be released shortly. If you are interested in becoming a National Teaching Fellow please get in touch with Dr Nick Allsopp (Head of Academic Practice).

GPA: An alternative to degree classifications?

It is well recognised that there are limitations and issues in the use of the UK honours degree classification system (e.g. current grade classifications do not provide sufficient information to distinguish between graduates). The adoption of a single GPA system, as commonly used in many countries, could provide key benefits including a finer granularity of detail in a summative representation of student achievement than the current classification system, and helping to further engage students in their course of study.

The Higher Education Academy (HEA) is facilitating a national discussion on the use of a GPA system, as a possible addition or alternative to the honours degree classification system in UK higher education. The aims of the GPA programme of work are to:

  • explore the potential use of a GPA model and the issues that arise through its use in a range of institutional contexts
  • raise awareness and enhance understanding across and beyond the higher education sector of the issues relating to the potential adoption of GPA as a cumulative and summative measure of student achievement, ‘in tandem’ with, or as an alternative to, the honours degree classification system.

As part of this programme in 2013-14, the HEA is facilitating a GPA pilot involving a diverse group of 21 higher education providers from across the UK. Through this pilot work, these institutions are being supported to explore the use of a proposed GPA scale within their current context. Institutions are looking at key areas, including:

  • the acceptability of the proposed scale in relation to institutional provision and its robustness in comparison with the current system
  • preferred institutional approaches to progression weighting with GPA
  • operational issues relating to the reporting of student results and dual running of GPA alongside degree classification.

Higher Education Academy upcoming events

HigherEducationAcademy logoThe Higher Education Academy has reminded us of two events they are running regarding change in learning and teaching:

Leading Transformation in Learning and Teaching

The application deadline for Leading Transformation in Learning and Teaching is Friday 14 February 2014. The programme starts Wednesday 5 March 2014.

The Leadership Foundation and Higher Education Academy have jointly designed this exciting leadership programme for degree programme leaders and those responsible for leading learning and teaching. Participants will focus on a holistic approach to curriculum design at degree programme level. The main theme will be process by which university programmes are transformed, or freshly developed, to meet new needs, expectations and demands.

Who should apply?

This programme is aimed at those responsible for leading learning and teaching development at programme, department, school, or faculty level, but is open to anyone with an interest in curriculum design, educational leadership, change and transformation.

Find out more and book

Watch the video about the new programme: http://youtu.be/NQ6FeK3ivdY

More information about all of the modules and participation options is available online

Next Masterclass – Models of Change

  • Date: 19 February
  • Start time: 12:00
  • Venue: Online via Blackboard      Collaborate

The literature offers a wealth of different models of change, from the work of Kurt Lewin in the 1940s to more recent ideas of complex, emergent and organic change. This masterclass will link theory and practice by presenting a selection of models that teams taking part in HEA change programmes have found most useful. Participants will have the opportunity to explore, adapt and apply these models to their own institutional context and goals.

Click here to book on or find out more about this event

Change masterclasses are interactive events designed for individuals engaged in change in higher education at any level. The series covers the key elements of the change lifecycle: preparing, planning, implementing, and sustaining change.

Click here to find out more about the Change Masterclass series


"Practices in peer support" – HEA STEM workshop, 22 January 2014

An updated programme for the HEA STEM workshop regarding Practices in peer support – exploring alternative approaches to enhance the student experience is being made available online.

Further to previous Teaching and Learning Blog posts – see HEA STEM: Practices in peer support – exploring alternative approaches to enhance the student experience and HEA STEM workshop, 22 January 2014 for details – we are also encouraging those wishing to attend to register as soon as possible via the Book on this event link.

Building upon introductory remarks from colleagues representing Loughborough University, Loughborough Students’ Union, and the Higher Education Academy, this workshop will draw on a series of short presentations delivered by students and/or staff from a range of STEM subjects (including Chemistry, Mechanical and Manufacturing Engineering, Physics, etc.) here on campus, as well as Professional Services; it will also benefit considerably from the contributions of colleagues based at Coventry University and the University of Bath.

As noted previously, peer support essentially sees students supporting other students in a number of different ways during the course of, as well as in support of, their studies – it is a prime example of students as partners. This HEA STEM workshop will make specific reference to case studies showing students supporting students in the student lifecycle (i.e. in transitioning to university, within the curriculum, and/or with their employment prospects), as well as broading the conversation out to peer support in STEM and indeed more generally. Further information regarding this is available online.

Defining and developing your approach to employability

Yvonne Hamblin (Employability Development Manager, Careers and Employability Centre), who inter alia manages the Loughborough Employability Award, has drawn our attention to a recent Higher Education Academy (HEA) publication entitled Defining and developing your approach to employability: a framework for higher education institutions by Doug Cole and Maureen Tibby.

As the Association of Graduate Careers and Advisory Services (AGCAS) reports: “This framework for employability has been developed following a summit delivered by the Higher Education Academy (HEA) and the National Co-ordinating Centre for Public Engagement (NCCPE). It provides a process for reflecting on and addressing employability provision in a systematic and holistic manner and can be adapted and used as appropriate. It seeks to stimulate and facilitate discussion and offer support to those addressing the challenge of embedding employability and engaging colleagues and stakeholders with this process. As employability is a university-wide responsibility, this resource has been designed to engage a diverse range of people and is deliberately concise to promote accessibility and encourage ownership and use.” Click here for more details.

HEA STEM workshop, 22 January 2014

Further details regarding the HEA STEM workshop on Practices in peer support – exploring alternative approaches to enhance the student experience, which we are running in CEDE’s Design Studio here at Loughborough University on 22 January 2014, are now available online.

Peer support sees students supporting other students in a number of different ways during the course of, as well as in support of, their studies. Three of these approaches to peer support will be explored during the course of this HEA STEM workshop, namely students supporting students: (1) in transitioning to university; (2) within the curriculum; and (3) with employment prospects.

In addition to a series of short presentations by students and/or staff from subjects ranging from Mathematics to Engineering, from Science to Psychology, and many more in between, this workshop will also be drawing upon contributions from Moira Petrie (Coventry University) and Oliver Schofield (University of Bath). Information regarding how to book your place at this HEA STEM event is available online.