Leicester Learning Institute The Universitys HEAaccredited Professional Educational

Leicester Learning Institute The University’s HEA-accredited Professional Educational Excellence Recognition Scheme (PEERS)

PEERS The University’s Continuing Professional Development Framework Programme Route Experiential Route

UK Professional Standards Framework (UKPSF) Two elements: Dimensions • Areas of Activity • Core Knowledge • Professional Values Descriptors • D 1 – D 4 which map to Fellowships of the Higher Education Academy (HEA)

The Descriptors Descriptor 1 – Associate Fellow Descriptor 2 – Fellow Descriptor 3 – Senior Fellow Descriptor 4 – Principal Fellow (AFHEA) (SFHEA) (PFHEA)

Dimensions of the Framework Areas of Activity Core Knowledge Professional Values

Engaging with the Dimensions of the UKPSF – an example Areas of Activity A 2. Teach and/or support learning Core Knowledge Professional Values K 3. How students Corelearn, both generally and within their Knowledge subject/disciplinary area(s) V 1. Professional Respect individual learners and diverse learning Values communities

Dimensions - Areas of Activity A 1 Design and plan learning activities and/or programmes of study. A 2 Teach and/or support learning. A 3 Assess and give feedback to learners. A 4 Develop effective learning environments and approaches to student support and guidance. A 5 Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practice.

Descriptor 1 – Associate Fellowship Individuals able to demonstrate an understanding of specific aspects of effective teaching, learning support methods and student learning which includes successful engagement with at least two of the five Areas of Activity with relevant areas of Core Knowledge and a commitment to appropriate Professional Values. A 1 Design and plan learning activities and/or programmes of study. A 2 Teach and/or support learning. A 3 Assess and give feedback to learners. A 4 Develop effective learning environments and approaches to student support and guidance. A 5 Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practice.

Descriptor 2 – Fellowship Individuals able to demonstrate a broad understanding of effective approaches to teaching and learning support as key contributions to high quality student learning. This includes successful engagement across all five Areas of Activity, appropriate knowledge and understanding across all aspects of Core Knowledge and a commitment to all the Professional Values. A 1 Design and plan learning activities and/or programmes of study. A 2 Teach and/or support learning. A 3 Assess and give feedback to learners. A 4 Develop effective learning environments and approaches to student support and guidance. A 5 Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practice.

Descriptor 3 – Senior Fellowship Individuals able to provide evidence of a sustained record of effectiveness in relation to learning and teaching incorporating the organisation, leadership and/or management of specific aspects of learning and teaching provision. Such individuals are likely to lead or be members of established academic teams. A 1 Design and plan learning activities and/or programmes of study. A 2 Teach and/or support learning. A 3 Assess and give feedback to learners. A 4 Develop effective learning environments and approaches to student support and guidance. A 5 Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practice.

Descriptor 4 – Principal Fellowship Highly experienced academics who are able to provide evidence of a sustained and effective record of impact at strategic level in relation to learning and teaching as part of a wider commitment to academic practice. This may be within their institution or wider (inter)national settings.

PEERS Programme Route • Part-time tutors and lecturers • New to teaching or have less than 3 years’ experience • Descriptors 1 and 2 Experiential Route • Experienced staff with more than 3 years’ experience • Descriptors 1, 2, 3 and 4

To achieve Associate Fellowship (AFHEA) Programme Route Part-time tutors: Postgraduate researchers, GTAs, demonstrators, staff working in the Professional Services • Preparing to Teach (non-credit bearing ‘intro’) Experiential Route Applicants with: • a limited teaching role • at least a year’s experience • 20+ teaching hours a year The University Postgraduate Certificate in Supporting Learning in Higher Education (30 credits) Duration: One year • 1, 400 -word Associate Fellowship claim • CPD action plan • Two referee statements

To achieve Fellowship (FHEA) Programme Route Less than 3 years’ experience • Early-career academic staff • Academic-related/support staff The Postgraduate Certificate in Academic and Professional Practice (60 credits) Duration: Two years Experiential Route More than 3 years’ experience • 3, 000 -word Fellowship claim • CPD action plan • Two referee statements

To achieve Senior Fellowship (SFHEA) Experiential Route • 5, 000 -word Senior Fellowship claim – Reflective account to demonstrate practice aligns to requirements for Descriptor 3 – Case study to demonstrate leading, managing and enhancing curriculum – Case study to demonstrate successful co-ordination, support, supervision or mentoring of other staff • CPD action plan • Two referee statements

To achieve Principal Fellowship (PFHEA) Experiential Route • 7, 000 -word Principal Fellowship claim – To demonstrate a sustained record of effective strategic leadership and impact in academic practice and academic development as a key contribution to high quality student learning. – Broad range of experiences and activities underpinned by an understanding and commitment to the Core Knowledge and Professional Values of the UKPSF. • Three advocate statements

What to do next… Programme Route Experiential Route Two intakes a year – September and January Register your interest via the LLI’s online portal for either the • University Postgraduate Certificate in Supporting Learning in HE, OR • Postgraduate Certificate in Academic and Professional Practice You will be notified of your place on the respective programmes. Two submission calls for applications a year (end of January and August) • Register your interest by completing the ‘Expression of interest’ form and forwarding this to the LLI. We will contact you and provide dates of ‘writing retreats’. • Use and refer to the PEERS Experiential Route Handbook. • Submit your final application by selfenrolling on the Blackboard site: ‘PEERS Submission’.

Leicester Learning Institute Dr Lynnette Matthews PGCAPP Director PEERS Co-ordinator lynnette. matthews@le. ac. uk