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The HEA advantage: professional recognition in learning and teaching

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Jo Webb
Jo Webb

Talk given at a Joint CDG West Midlands division and UC&R Group West Midlands section event Librarians as Teachers: the New Professionals? The Teaching Grid, University of Warwick Library Wednesday 26th May 201

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The HEA advantage: professional recognition in learning and teaching Jo Webb, Head of Academic Services and National Teaching Fellow, Department of Library Services, jwebb@dmu.ac.uk
The Higher Education Academy Founded in 2004 merger of Institute for Learning and Teaching in Higher Education (ILTHE) Learning and Teaching Support Network TQEF National Co-ordination Team ILTHE founded in 2000 post Dearing report
HEA mission We support the sector in providing the best possible learning experience for all students. We do this by working with individual academics to give them access to professional recognition, advice and support, as well as networking and development opportunities to enhance their teaching. Our network of 24 discipline-based subject centres provides a range of services to subject departments including resources, events and workshops and we also liaise directly with UK institutions, providing national leadership in developing and disseminating evidence-informed practice about enhancing the student learning experience. We work across the four nations of the UK, recognising the distinctive policy contexts and priorities in England and each of the devolved administrations in Scotland, Wales and Northern Ireland, but also providing opportunities to share expertise among them. We are an independent organisation funded by grants from the four UK higher education funding bodies, subscriptions from higher education institutions, and grant and contract income for specific initiatives. From: http://www.heacademy.ac.uk/aboutus
Professional recognition Associate, Fellow or Senior Fellow of the Academy Associate and Fellow 2 membership routes Completion of a recognized qualification Application based on experience See http://www.heacademy.ac.uk/ourwork/supportingin dividuals/professionalrecognition National Teaching Fellowship Scheme (in England and NI)
Accessibility to LIS professionals - policy shift? Associate This is likely to be appropriate if you: support students in practice based settings (eg. clinical or social work), or in work based learning, or provide significant support to student learning eg. learning technologists and learning support staff, or are in the very early stages of teaching eg. graduate teaching assistants Fellow This is appropriate if you have an academic role with a substantial teaching commitment in higher education.
Criteria for Associate and Fellow 1. Design and planning of learning activities and/or programmes of study 2. Teaching and/or supporting student learning 3. Assessment and giving feedback to learners 4. Developing effective environments and student support and guidance 5. Integration of scholarship, research and professional activities with teaching and supporting learning 6. Evaluation of practice and continuing professional development Associates need to demonstrate meeting1 of 1-4, plus 5. Fellows all 6.
Professional standards Core knowledge Professional values The subject material Respect for individual learners Appropriate methods for teaching Commitment to incorporating the and learning in the subject area process and outcomes of relevant and at the level of the academic research, scholarship and/or programme professional practice How students learn, both Commitment to the development generally and in the subject of learning communities The use of appropriate learning Commitment to encouraging technologies participation in higher education, Methods for evaluating the acknowledging diversity and effectiveness of teaching promoting equality of opportunity The implications for quality Commitment to continuing assurance and enhancement for professional development and professional practice evaluation
CILIP or HEA? Personally MCLIP FHEA NTF FCLIP Value? Organizational contexts for library services Stakeholders in L&T But perception of HEA and teaching roles? Dual identity? Discipline Pedagogy
Excellence in teaching students voices Subject Pedagogy Student J Clarke and M Watson (2009) Do student expectations of excellent teaching coincide with teachers understanding of delivery of excellence in teaching? Paper presented at SRHE annual conference 8-10 December
Excellence in teaching lecturers voices Citizen J Clarke and M Watson (2009) Do student expectations of excellent teaching coincide with teachers understanding of Professional delivery of excellence in teaching? Paper presented at SRHE annual conference 8-10 December Autonomous learner Emotional, rational and Teacher creative engagement Facilitative Socratic Learner Didactic Student Emotional, rational and Discipline Emotional, rational and creative engagement Subject Profession creative engagement
Conclusion Professional recognition of role in learning and teaching must be based on: Knowledge and application of pedagogy Discipline knowledge Professional ethics and values as a practitioner Professional recognition via HEA is valuable and provides a development framework but is not a replacement for professional engagement in LIS

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The HEA advantage: professional recognition in learning and teaching

  • 1. The HEA advantage: professional recognition in learning and teaching Jo Webb, Head of Academic Services and National Teaching Fellow, Department of Library Services, jwebb@dmu.ac.uk
  • 2. The Higher Education Academy Founded in 2004 merger of Institute for Learning and Teaching in Higher Education (ILTHE) Learning and Teaching Support Network TQEF National Co-ordination Team ILTHE founded in 2000 post Dearing report
  • 3. HEA mission We support the sector in providing the best possible learning experience for all students. We do this by working with individual academics to give them access to professional recognition, advice and support, as well as networking and development opportunities to enhance their teaching. Our network of 24 discipline-based subject centres provides a range of services to subject departments including resources, events and workshops and we also liaise directly with UK institutions, providing national leadership in developing and disseminating evidence-informed practice about enhancing the student learning experience. We work across the four nations of the UK, recognising the distinctive policy contexts and priorities in England and each of the devolved administrations in Scotland, Wales and Northern Ireland, but also providing opportunities to share expertise among them. We are an independent organisation funded by grants from the four UK higher education funding bodies, subscriptions from higher education institutions, and grant and contract income for specific initiatives. From: http://www.heacademy.ac.uk/aboutus
  • 4. Professional recognition Associate, Fellow or Senior Fellow of the Academy Associate and Fellow 2 membership routes Completion of a recognized qualification Application based on experience See http://www.heacademy.ac.uk/ourwork/supportingin dividuals/professionalrecognition National Teaching Fellowship Scheme (in England and NI)
  • 5. Accessibility to LIS professionals - policy shift? Associate This is likely to be appropriate if you: support students in practice based settings (eg. clinical or social work), or in work based learning, or provide significant support to student learning eg. learning technologists and learning support staff, or are in the very early stages of teaching eg. graduate teaching assistants Fellow This is appropriate if you have an academic role with a substantial teaching commitment in higher education.
  • 6. Criteria for Associate and Fellow 1. Design and planning of learning activities and/or programmes of study 2. Teaching and/or supporting student learning 3. Assessment and giving feedback to learners 4. Developing effective environments and student support and guidance 5. Integration of scholarship, research and professional activities with teaching and supporting learning 6. Evaluation of practice and continuing professional development Associates need to demonstrate meeting1 of 1-4, plus 5. Fellows all 6.
  • 7. Professional standards Core knowledge Professional values The subject material Respect for individual learners Appropriate methods for teaching Commitment to incorporating the and learning in the subject area process and outcomes of relevant and at the level of the academic research, scholarship and/or programme professional practice How students learn, both Commitment to the development generally and in the subject of learning communities The use of appropriate learning Commitment to encouraging technologies participation in higher education, Methods for evaluating the acknowledging diversity and effectiveness of teaching promoting equality of opportunity The implications for quality Commitment to continuing assurance and enhancement for professional development and professional practice evaluation
  • 8. CILIP or HEA? Personally MCLIP FHEA NTF FCLIP Value? Organizational contexts for library services Stakeholders in L&T But perception of HEA and teaching roles? Dual identity? Discipline Pedagogy
  • 9. Excellence in teaching students voices Subject Pedagogy Student J Clarke and M Watson (2009) Do student expectations of excellent teaching coincide with teachers understanding of delivery of excellence in teaching? Paper presented at SRHE annual conference 8-10 December
  • 10. Excellence in teaching lecturers voices Citizen J Clarke and M Watson (2009) Do student expectations of excellent teaching coincide with teachers understanding of Professional delivery of excellence in teaching? Paper presented at SRHE annual conference 8-10 December Autonomous learner Emotional, rational and Teacher creative engagement Facilitative Socratic Learner Didactic Student Emotional, rational and Discipline Emotional, rational and creative engagement Subject Profession creative engagement
  • 11. Conclusion Professional recognition of role in learning and teaching must be based on: Knowledge and application of pedagogy Discipline knowledge Professional ethics and values as a practitioner Professional recognition via HEA is valuable and provides a development framework but is not a replacement for professional engagement in LIS