Understanding the challenges and opportunities for internationally mobile academic staff seeking recognition of their teaching experience in UK higher education.
Dr Nicola Chanamuto at the University of Lincoln is undertaking a study seeking to understand the challenges and opportunities for international staff who seek recognition of their teaching practice through formal routes. The outputs of the research will contribute to improving how UK universities recognise and develop the pedagogic practice of internationally mobile staff. Participants will be asked to attend an online semi-structured interview.
Dr Chanamuto is looking for individuals who meet the following criteria:
Consider themselves to be international staff or an academic of migrant background
Currently work in UK HE in a teaching or learning support role
Have tried to gain formal recognition of their teaching practice in the past five years (for example, via the Advance HE Fellowship scheme or via another route such as Teaching Excellence Award, National Teaching Fellow, Collaborative Award for Teaching Excellence).
Are not employed by the University of Lincoln
At the time of this blogpost, she is particularly keen to hear from staff at Welsh institutions.
If anyone is interested in taking part or is not sure of their eligibility, please contact Dr Chanamuto directly: nchanamuto@lincoln.ac.uk.
Janet Swanson SCPHN Lecturer considers mindfulness in action learning.
As part of a module in Specialist Community Public Health Nursing (SCPHN) action learning is employed to facilitate a change in SCPHN practice. Action learning ‘sets’ take a problem-oriented approach where the participants study their own actions and experience to reflect and explore real life solutions to real life problems (Revans, 2011, Rosser, 2016). Reflection undertaken through action learning can be ambiguous as it does not always offer a clear outcome or direct answers (James, 2018) and, can be likened to the ‘swampy lowlands’ for learners as they navigate the murky depths of reflective work-based learning (Schoen,1984., Jasper, 2013). Learning is said to take place as set members support, challenge and facilitate new perspectives for professional practice. Action learning (AL) does provide an opportunity for positive learning experiences but can equally be stressful and anxiety provoking for students as they embark on this process of personal and professional challenge (Biggs & Tang, 2011). To address this complex issue students were offered a ten-minute YouTube mindfulness session at the end of each action learning set. the rationale being that a humanistic approach was required to readdress any potential issues arising from the set and to promote a compassionate pedagogical approach.
Mindfulness participation was optional, and students’ choice respected if they chose not to take part. It was considered that the group could potentially be self-supporting and may not require additional intervention, (James, 2018, Susmarini, 2016). Equally, in AL issues can remain unresolved which does have the potential to overspill outside of the group.
The mindfulness session as a strategy is easily implemented with a variety resource readily available with no accrued cost and is easily transferable to other lectures that may have emotive and emotionally challenging content. The proposition being, that using mindfulness facilitates a psychologically safe learning environment and attempts to provide a definitive end to the session whereby students are provided with an opportunity to emotionally self- regulate and ‘park’ any issues from the set which may have not been concluded (Cassaday et al., 2002., Wheat et al.,2018, Abbott & Winterburn, 2022).
I have employed this approach for the last two years; the first year I received positive verbal evaluation and from the past/most recent academic year four of the six students provided feedback via a questionnaire. Positive comments included.
Student 1. Having the opportunity to relax and recharge my battery
Student 2. Time to sit and calm thoughts after discussing worries and stresses of the course and discussing essay questions.
Student 3. Gave time to reflect and think about what we had just talked about.
Student 4. Time to reflect and slow thinking.
Interactions between approaches challenges and opportunities
Action Learning (AL), in its original construct, proposed support for individuals managing organisational change (Revan, 2011, Abbott & Winterburn, 2022). Within the literature there is a consensus that suggests that the benefits of AL are wide reaching and purports of greater professional development through facilitating life skills in confidence building, team working and leadership (Abbott & Winterburn, 2022., Rosser, 2016., Pedler & Abbott.,2013). Mindfulness could, therefore, be considered potentially counterproductive if adequate challenge is not provided to assist with the development of such skills Equally, too much challenge will have negative impact creating potential stress and anxiety for the student.
The feedback suggests that students appreciate time to reflect on the challenges of action learning as well as the programmes a whole and despite the original intention for closure following AL not being met, the limited feedback does demonstrate the students positive regard for the opportunity for mindfulness as well as the wider positive emotional impacts in supporting learning.
Mindfulness as a context is becoming more commonplace, and it certainly requires greater evaluation as a strategy within education practice (Sanyal, 2019). Mindfulness is not everyone’s penchant, and it is not a panacea for the stress and anxiety that can be encountered by students in action learning. As educators we are always endeavouring to improve our practice, seeking alternative methods to embed inclusive and compassionate approaches in Higher Education. Mindfulness as a strategy can be easily employed, is cost effective and facilitates student resilience, though more importantly, by promoting a student centric approach mindfulness supports students’ emotional health and wellbeing and further enables learning. (Kings Fund, 2022., Sanyal, 2019., Nursing and Midwifery Council, 2018., Waddington 2018).
Abbott, C; & Winterburn, K. (2022). Action learning facilitation: practitioner insights, Action Learning: Research and Practice, 19(2), 184-187, DOI: 10.1080/14767333.2022.2082814
Aubrey, K. & Riley, A. (2016). Understanding & Using Educational Theories. Sage.
Biggs, J. and Tang, C. (2011). Teaching for Quality Learning at University4th edition McGraw Hill.
Cassaday, L., Bloomfield, J., & Hayward, N. (2002). Relaxed conditions can provide memory cues in both undergraduates and primary school children. PubMed (nih.gov)
James, A. H. (2018). Action learning can support leadership development for undergraduate and postgraduate nurses. British Journal of Nursing, 27(15), 876–880. https://doi.org/10.12968/bjon.2018.27.15.876
Jasper, M. (2013). Beginning reflective practice (2nd ed.). Cengage Learning.
Revans, R. W. (2011) ABC of Action Learning. Abingdon
Schoen, D. (1984). The Reflective Practitioner. New York: Basic Book
Susmarini, D. (2016) An Experiential Learning: Action Learning Set in Nursing Education Setting. International Journal of Nursing Education, 8(1), 118–122. https://doi.org/10.5958/0974-9357.2016.00021.0
Sanyal, C. (2019). Integration of the practice of mindfulness within action learning as an added component within a post graduate leadership programme: an account of practice. Action Learning: Research and Practice, 16(2), 159–165. https://doi.org/10.1080/14767333.2019.1611038
Dr. Roberto Angelini, FHEA, Swansea University Medical School
I am Roberto Angelini, and I’m a Lecturer in Biochemistry at Swansea University Medical School. My work spins around lipidomics, neurobiology, and mass spectrometry, and at the centre of it all lies my passion for teaching. Since joining Swansea in 2020, I’ve been deeply involved in undergraduate and postgraduate teaching, supervision, and research. What excites me most is bringing research to life in the classroom, sparking curiosity, and empowering students to take charge of their learning. There’s nothing more rewarding than seeing them grow into confident, independent thinkers ready to tackle real-world challenges.
When I first embarked on my journey to gain Fellowship recognition from Advance HE, I saw it as just another step toward promotion to Senior Lecturer. But what started as a box-ticking exercise turned into an intellectually enriching and profoundly fulfilling experience. Reflecting on my teaching philosophy and exploring pedagogical literature reminded me of the “why” I wanted to become an educator and a researcher. It reaffirmed the importance of grounding teaching practices in strong values and motivations, leading to a deeply fulfilling journey that has enhanced my approach to education. It wasn’t just about the title—it was about reaffirming the values that drive my work and refining my teaching methods to align with them.
Teaching, for me, is about more than just transferring knowledge. I aim to show students how scientific knowledge is built and tested, equipping them with tools to evaluate critically and produce their own insights. In my undergraduate courses, I blend lectures with practical sessions to help students connect theory with application. For postgraduate students, I focus on teaching the fundamentals of the scientific method while supervising their research projects to foster independent learning and critical thinking. This method ensures students are not only consumers of knowledge but also prepares them to be active contributors to their fields.
A cornerstone of my approach is the principle of constructivism. By drawing on works like Wrenn & Wrenn’s (2009) insights on integrating theory and practice, as well as Healey & Jenkins’ (2009) guide to undergraduate research, I strive to design learning experiences that empower students to engage actively with their education. I see education as a tool for social mobility—a way to bridge gaps and prepare students to adapt to an ever-changing world. It’s about building self-learning skills,not just delivering facts. I strongly believe that explaining to students how established knowledge is produced enables them to critically evaluate notions. Involving students in higher-order thinking like analysis, synthesis, and evaluation, in turn, has the power to make them enthusiastic, excited, and confident to produce new knowledge and tackle new challenges in the future.
Collaboration plays a huge role in my teaching practice. I work closely with colleagues across different modules to ensure my lectures align with the curriculum and provide a smoother learning journey for students. For example, I frequently discuss lecture content with module coordinators, fellow lecturers, and my line manager and mentor. When possible, I refer to or reference their slides and connect my material to theirs, to create an integrated, cohesive experience for students. This teamwork extends beyond teaching into research supervision, where interdisciplinary collaborative projects expose students to diverse methodologies, broadening their academic horizons and enhancing their employability.
Applying for FHEA recognition also deepened my understanding of the dimensions of practice outlined by Advance HE—Areas of Activity, Core Knowledge, and Professional Values. While I had always applied these concepts instinctively, the application process made me consciously reflect on their significance. This reflection transformed my teaching approach, turning these dimensions into clearer guiding principles for continuous improvement.
Throughout the process, the Canvas course created by SALT’s Recognition Team provided invaluable support. What initially seemed daunting became manageable thanks to its clear guidance, examples, and accessible structure. It helped me navigate an entirely new vocabulary and gave me the confidence to articulate my teaching philosophy and achievements effectively.
To anyone considering Advance HE Fellowship recognition: If you are passionate about teaching and believe in its power to shape individuals and society, applying for Fellowship recognition will be a rewarding experience and I wholeheartedly encourage you to give it a go. The application process is not as intimidating as it seems, especially with the excellent support available at Swansea University Medical School. It’s an opportunity to reflect on your teaching, gain fresh insights, and ultimately grow as an educator. Beyond the personal fulfillment it brings, it also strengthens your connection to the broader teaching community and undoubtedly enhances the quality of your practice.
Teaching is not just about imparting knowledge but about fostering curiosity and creating an environment where students feel empowered to learn and grow. By embedding research-led practices, collaborating with colleagues, and engaging with students as individuals, we can cultivate critical thinking, inclusivity, and lifelong learning.
Education is a powerful tool, and being part of this transformative process is both a privilege and a responsibility. Teaching is learning twice, often for the first time. As I continue to evolve as an educator, I remain committed to ensuring my students not only succeed academically but also leave the University equipped to make meaningful contributions to the world.
Wrenn, J., & Wrenn, B. (2009). Enhancing Learning by Integrating Theory and Practice. International Journal of Teaching and Learning in Higher Education, 21(2), 258-265.
Healey, M., & Jenkins, A. (2009). Developing Undergraduate Research and Inquiry. The Higher Education Academy.
Angharad Ladd, Senior Lecturer, Advanced Practice in Health Care reflects on the impact the PG Cert teaching in Higher Education has had on her practice.
…foundations provided on the PGCert it gave me the confidence to develop from fledging lecturer to the sky’s the limit educator
“Undertaking the PGCert in higher education through SALT as a fledgling lecturer provided me with time and permission dedicated to developing myself as an educator. Having worked within the health sector for over twenty years, the content knowledge, skills, and experience from clinical practice did not guarantee my classroom success. The initial feelings of uncertainty, lack of confidence and at times fear of having all eyes on me to deliver an expectantly brilliant, engaging, and effective teaching session was very real. Undertaking the PGCert was a requirement as a new lecturer, and I embraced it acknowledging I would take all the help I could get. What I lacked in confidence I made up for with motivation and an open mind. I had no preconceived expectations and saw this as an opportunity to improve, and gain qualifications, which included becoming a fellow of the Advance HE.
Reflecting on my own personal journey through the PGCert, one of the most impactful experiences was the teaching practice patch. Where peer observation offered a practical approach to learning, opportunity for bench marking and informing my own teaching practice. It provided me with insight into the many layers and complexity, that I previously had not considered when planning and executing a teaching session. It also provided me with gratitude, respect, and high regard of those who I observed and those who spared the time to observe me; choosing to generously impart their experience, skills, and knowledge to support my development.
I observed one of my peers delivering an anatomy and physiology lecture to a group of around fifty health care professional masters students. Despite the session being delivered in the most part with power point slides which included complex content, the lecturer skilfully maintained high levels of student interest and engagement throughout. Following the observation, I reflected on what aspects of teaching had facilitated this success. During the observation I noted the lecturer demonstrate expert mastery of the subject with enthusiasm and passion, making strong links to the module as a whole and the assessment process. The balance between digital content, and interactive use of technology to enhance learning was valuable and promoted inclusivity. The use of regular concept checking questions to clarify understanding, opportunity for demonstrating existing knowledge and to re-frame material. Open communication style and use of humour with real life clinical examples kept students engaged and making specific reference to professional groups within the classroom kept individuals included and respected their existing expertise and experiences. Also, use of a clicker during the lecture allowed movement, energy and engaged with the students. Following undertaking the peer observation, it had a dramatic effect on my teaching practices with changes made to include stronger links to module and programmes aims, reference to the assessment process from the teaching material, revise my digital content and include interactive technology enhanced learning tools. Also, using concept checking questions to measure understanding and knowledge and incorporate relevant real-life examples while having the confidence to include the expertise and experience within the student group to facilitate peer learning.
Overall, the process sparked interest and further exploration of the literature which resulted in an improved understanding of concepts which underpin teaching practices. This had included elements such as planning and design, links to assessment, resources and multimedia, environment set up, building good relationships, effective communication, and selection of appropriate teaching modalities which were relevant to my own teaching practices.
The process demonstrated my growth and development through peer observation which offered a real world and practical approach. I passionately wish to deliver a high standard of teaching and felt with the support and foundations provided on the PGCert it gave me the confidence to develop from fledging lecturer to the sky’s the limit educator.”
_________
For more information about SALT’s PG Cert, teaching in Higher Education, review our webpages.
In the March 2024 blogpost, we shared some of the key changes in Advance HE’s 2023 Professional Standards Framework (PSF 2023) compared with its predecessor, the UKPSF 2011.
One of these changes involved making explicit the requirement to demonstrate practice that is both effective and inclusive across the relevant Areas of Activity (two for Associate Fellow applicants, five for Fellow or Senior Fellow). This helps to highlight how inclusivity should be embedded throughout all areas of practice, rather than something considered separately or only in certain circumstances.
Applicants for Senior Fellowship aligned to the PSF 2023 might like to reflect on not only how they lead others to ensure their practice will be inclusive for students, but how they themselves ensure their leadership of others is inclusive for their peers.
In this blogpost, two of our colleagues share examples of their own inclusive practices.
Firstly, Philippa Price, Subject Librarian and Advance HE Fellow, shares her experiences of making inclusion part of her everyday practice. The work Philippa does as chair of the University’s Inclusive Services Group is an excellent example of collaborating with others to enhance practice, aligned with V5 of the PSF 2023. Directing your students to appropriate support, including the inclusive library services Philippa links to below, aligns with Area of Activity A4 – support and guide learners.
Philippa Price, Subject Librarian
“I’ve been a Subject Librarian at Swansea University since 2015 and I’ve been involved in the Inclusive Services Group (ISG), which I now chair, since it started in 2016. We’re a grassroots community of Professional Services staff with an interest in equality, diversity and inclusion. We aim to encourage inclusive practice across our services. In the library context, that includes working to be ‘inclusive by default’ instead of putting in policy exceptions for particular students (or staff!). This follows the social model of disability. We highlight some of our Inclusive Services on the library’s webpage. I try to take this approach in my teaching too by following best practice advice. SALT and SAI provide excellent information on inclusive and accessible teaching material and approaches.
ISG has helped me to develop a supportive and knowledgeable network of contacts in the university. I don’t consider myself an expert in inclusive practice but being part of the group has given me access to people who know more than me, either from personal experience or through their professional knowledge. I’ve been able to develop my own knowledge and awareness through working with them and educating myself by seeking out internal and external CPD. ISG is one of the most rewarding parts of my work life. Every year I write up our activities from the previous academic year and share the report with contacts in the university. It can be hard to find time to do this, but I find it so valuable to read over the finished document and reflect on what we’ve achieved, the ways the group is making a difference and what we can do next. It’s also a useful way of sharing our achievements with colleagues and perhaps inspiring them to make some changes too.”
Dr Fernando Maestre is a Lecturer in Human-Computer Interaction in the Faculty of Science and Engineering and a current participant on the University’s Postgraduate Certificate Teaching in Higher Education, accredited against Descriptor 2 of the PSF, during which he opted to complete the programme’s Inclusivity patch. Fernando shares his experience of providing students with opportunities to share their diverse perspectives and experiences, aligned with V1 of the PSF 2023, helping students to feel included and valued, and enhancing the learning experience for all.
Fernando Maestre, Lecturer
“Throughout my academic career, I have taught students coming from different countries and cultures to pursue a higher education degree. I have always tried to make a diverse group of students feel integrated and involved in the classroom. One way that has worked well for me in this regard is to have the students identify and use their unique skills and perspectives in a group project. For instance, if a student spoke a different language, I encouraged them to leverage that skill and integrate material or resources in that language into any relevant phase of their group project. After doing this in one of the computing courses I taught, students told me that they had felt quite glad and motivated to work hard on their projects as they felt their uniqueness was being appreciated. More importantly, they felt that it was important that their projects incorporated views and perspectives generated by members of communities only they had links and access to. Thus, the overall process as well as the outcomes of the group projects indeed served as a great pedagogical opportunity to further highlight to the class about the importance of working in diverse and non-homogenous groups as well as to find ways to include diversity in a group in more effective and engaging ways.”
Further Resources
You can find a wealth of resources to support inclusive and accessible practices on SALT’s webpages and also through the Swansea Academy of Inclusivity.
In the March 2024 blogpost, we outlined the key changes to the Professional Standards Framework (2023) in comparison with its predecessor, the 2011 UKPSF.
We highlighted that there was a new professional value: “V5: Collaborating with others to enhance practice.”
In this blogpost we asked Deborah Rowberry, Senior Lecturer – Simulation Education Specialist in the Faculty of Medicine, Health and Life Science to outline how collaboration is integral to developing simulation exercises.
Using Simulation to address V5: ‘collaborate with others to enhance practice’
Simulation offers a collaborative learning environment where students from different healthcare disciplines can work together (ASPiH 2023). By working through applied simulated scenarios, learners can engage in valuable interprofessional learning (IPL), problem-solving, and decision-making. This approach mirrors real-world experiences found in clinical practice settings. By participating in this education modality, learners gain insights into each other’s roles, learn to appreciate diverse perspectives, and develop teamwork skills. IPL enhances clinical safety and promotes confident, collaborative approaches to patient care (Cooper et al, 2015).
Simulation educators and technologists in the SUSIM Centre work with faculty to develop meaningful education experiences. A recent example of this was a paramedic and midwifery event. These disciplines work in together in practice, often in acute life-threatening situations. The teams enthusiastically developed a learning event for their UG programmes. This is new to curriculum in 2024 and proved to be a very successful innovation. Learners engaged in caring for a series of maternal emergencies. They were able to understand each other’s roles, scope of practice and worked safely together for a positive clinical outcome. Approximately 110 learners participated in this event over 3 consecutive days. Preparation for such an event needs considerable planning, the teams worked incredibly hard to deliver this for learners.
Assessing the effectiveness of simulation teaching is paramount in our philosophy, this was done via a series of methods, including effective debriefing using a validated quality assessment tool (DASH, 2023). The debrief process ensures learning outcomes have been met by all participants, allowing them to reflect on and to close their own learning gaps through skilled facilitation of the educator.
To summarise, Interprofessional simulation encourages collaboration among undergraduate students. Allowing them to work and learn together to develop a shared understanding of patient care (Yu et al, 2020).
Cooper T, Webster CS, Liu S, et al. Interprofessional learning in multidisciplinary healthcare teams is associated with reduced patient mortality: a quantitative systematic review and meta-analysis. Journal of Patient Safety. 2024;20(1):57-65. doi:10.1097/pts.0000000000001170.
Yu J Chiu, Chen, HW., O’Donnell, J.M. et al. Comparison of learning outcomes of interprofessional education simulation with traditional single-profession education simulation: a mixed-methods study. BMC Med Educ22, 651 (2022). https://doi.org/10.1186/s12909-022-03640-z
We keep up to date in so many different ways from conference attendance, article review, peer observation or peer discussions and also through audio resources such as podcasts. While there are a range of podcasts covering higher education, June 2024 marks 10 years of the Teaching in Higher Ed podcast hosted by Bonni Stachowiak, Dean of Teaching and Learning at Vanguard University of Southern California, USA. It provides a varied selection of issues in HE with a search field by topic or guest, and with each episode lasting approximately 40 minutes, you can listen during a well-being break or on your daily commute. There are always great tips to take away from the podcast and recommendations in the show notes.
In recognition of its 10 years, we’ve identified a range of episodes relevant to the 2024 SALT Conference theme, “Engaging our students, Fostering Growth and Success”.
Support your professional learning on our conference theme by listening to one of the following:
Access all Teaching in Higher Ed’s podcast through its website or podcasting platforms.
A Pinch of SALT’s Podcasts
SALTs own podcast, A Pinch of SALT was launched in July 2021 with monthly episodes covering a wide range of teaching, learning, assessment and student support topics. Here’s a list of those episodes relevant to the 2024 SALT Conference theme.
Allison Hulmes, Senior Lecturer in Social Work, shares Romani history, past and contemporary struggles, and a call for allyship.
The flag consists of a background of blue and green, representing the heavens and earth, respectively; it also contains a 16-spoke red dharmachakra, or cartwheel, in the center.
International Romani Day, which takes place each year on 8th April, is a day for celebrating the Romani people, our history, culture, and ethnic identity. It’s also an opportunity to shine a light on the issues that affect Romani people in the UK and internationally, not least the continued racism, stereotyping, and inequality gaps in health, education, and housing.
We have officially celebrated International Romani Day since 1990 when it was decided during the 4th meeting of the World Romani Congress in Poland. The roots of this important day can be traced however to a meeting of international Romani representatives in London in 1971, a meeting which is now accepted as the first-ever World Romani Congress.
During meetings of the World Romani Congress, delegates discuss key issues for Romani people. The primary issues remain linked to human rights and advancement our in civil society, the preservation of Romani culture and dialects, our identity as a minority of Indian origin, and ensuring that the Roma and Sinti Holocaust is never forgotten.
International Romani Day Timeline
1,500 Years Ago
The Exodus: The Roma start leaving northern India.
1100s
Arriving in Europe: Roma groups begin to arrive in medieval Europe.
1971
World Romani Congress: Twenty-three representatives from nine different nations attend the first World Romani Congress in the United Kingdom.
1990
An Official Declaration: Delegates at the fourth World Romani Congress in Poland officially declare April 8 as the International Day of the Romani People.
The Map shows the movement of the Romani people between approximately 500 and 1500 CE. The dates used on this map are commonly accepted approximations based on historical accounts and linguistic evidence. Some dates, such as the timeframe in which Romani speakers moved out of the Indian subcontinent, can only be loosely estimated based on linguistic and genetic research.
An increasingly hostile environment
It is important to know that British Gypsies are a legally protected ethnicity for the purposes of the Equality Act 2010 and are therefore protected from discrimination based on our ethnicity.
“The Equality Act 2010 says you must not be discriminated against because of your race. In the Equality Act, race can mean your colour, or your nationality (including your citizenship). It can also mean your ethnic or national origins. Race also covers ethnic and racial groups. This means a group of people who all share the same protected characteristic of ethnicity or race. A racial group can be made up of two or more distinct racial groups, for example black Britons, British Asians, British Sikhs, British Jews, Romany Gypsies and Irish Travellers.”
“The 2015 planning definition states that Gypsies and Travellers who have permanently stopped travelling for work due to a disability, long-term health condition or age will not get planning permission to stop on their own land and will not have their accommodation needs assessed and met through this policy.”
This judgement is a victory for the tenacity of Lisa Smith who initiated the case, the organisations and legal teams who supported the action, and significantly, for human rights in the UK at a time when state sanctioned oppression under the present Government in the UK, seems determined to take a steam roller to our fundamental rights and freedoms.
As an ethnic Romani Gypsy and a Social Worker, I ask you to honour our important day by learning more about us and defending our human rights by standing alongside us in allyship and solidarity.
Allison Hulmes is a Senior Lecturer in Social Work at Swansea University and a co-founding member of the Gypsy, Roma and Traveller Social Work Association.
Microscope – a lens for reflection plus a mechanism to find evidence?
In the March 2024 blogpost, I outlined the key changes to the Professional Standards Framework (2023) in comparison with its predecessor, the 2011 UKPSF.
I highlighted that two things remain central to the revised PSF:
the importance of this being a retrospective claim on your practice of teaching/learner support
that you need to reflect on and provide ‘evidence’ that your practice is effective.
In this blogpost I’m exploring how you might determine whether your practices are effective and the evidence base for this. This is a combination of addressing these revised dimensions from the PSF 2023:
V3 In your CONTEXT, show how you use scholarship, or research, or professional learning, or other evidence-informed approaches as a basis for effective practice and
K3 In your CONTEXT, apply knowledge of critical evaluation as a basis for effective practice
Both of these dimensions have to be evidenced in applying for recognition in ANY of the fellowship categories.
An approach to reflecting on practice and leadership
One of the underlying tenets of the PSF is that educators need to be reflective of their practice, examining what went well and what could be enhanced to support learning or in leading others.
There are lots of models for undertaking reflection on learning (e.g. Borton (1970), Dewey (1938), Kolb , Schön (1983) etc – see Bates (2019) for summaries of key learning theories), but one approach to help reflection is to consider the ‘lens’ through which we can gain evidence.
In Chapter 4 of his book, “Becoming a Critically Reflective Teacher”, Stephen Brookfield offers the four reflective lenses:
Students/followers
Colleagues
Self
Theory
He advocates this approach for those directly supporting student learning AND for those leading others. So, they are a useful set of lenses for those seeking recognition at any category of the PSF.
What is ‘evidence’?
The Collins English dictionary defines evidence as a noun: “Evidence is anything that you see, experience, read, or are told that causes you to believe that something is true or has really happened.” https://www.collinsdictionary.com/dictionary/english/evidence. This perspective of evidence aligns well against Brookfield’s four lenses.
Examples of practice aligned to Brookfield’s lenses
The tables at the end of this blogpost provide some examples from Brookfield’s work to which examples have been added from Advance HE’s fellowship applicant guides. Our internal fellowship programme will also be referring to these as examples.
But as many students and educators acknowledge, hearing or reading the stories of others is a powerful tool to anchor our understanding so I’ve asked some colleagues to provide examples of how they have use different strategies to check if their practice is effective.
Maria Pournara, lecturer in Criminology, Faculty of Humanities and Social Sciences reflects on her experience as a first-time presenter at SALT’s Learning and Teaching Conference, July 2023 and outlines several benefits that have arisen from this.
Maria Pournara presenting at #SUSALT23
Last summer, I presented at the SALT conference for the first time. The topic was ‘assessment and feedback’, an area of teaching and learning which I have spent plenty of time thinking about so, finally, I took a morning in April 2023 to write an abstract on the use of ‘creative and flexible’ assessment and submit it. It is one of those things that academics typically postpone and oftentimes end up not doing at all; one of those activities that are never on the forefront of a to-do list. However, based on my experience, I think that the benefits of participating in the SALT conference can be underestimated. Hence, in this blog I will try to convey some of my thoughts on my whole experience, from preparation to my presentation on the day and, finally, to some welcomed yet unexpected outcomes from the day.
based on my experience, I think that the benefits of participating in the SALT conference can be underestimated
My decision to submit an abstract, initially stemmed from nothing more than a tick box exercise, I must admit. Being a Lecturer in Criminology in a teaching pathway for the past four years, it has been something often discussed in probation and later PDR meetings but increased workloads, research and the pandemic had been pushing it further down my to-do list. However, once I started writing the abstract, I realised very quickly that the process of reflecting on my teaching practice and on the reasons and strategies for designing assessments would be extremely beneficial. It allowed me to take a very different look at the advantages and disadvantages of the assessment type I chose to talk about in my presentation. Sure, I knew what they were, but without the incentive of a conference presentation, I do not think that I would ever give myself the opportunity (or time) to identify them, write the down and reflect on them using relevant higher education literature – that last bit was so valuable and eye-opening.
Presenting on the day was a very positive experience. The conference was well organised, and everyone was so warm and friendly. I presented in one of the morning parallel – yet very well attended – sessions where colleagues from across the university shared with me encouraging nods, looks of solidarity and, finally, thoughtful questions and constructive feedback. Honestly, it felt more like a working session, albeit with a very big and diverse teaching team, rather than a conference presentation.
In the aftermath of the conference, I was invited to deliver my presentation in an online SALT Effective Practice session which was great for connecting with even more colleagues who could not make the conference. Last but certainly not least, an unexpected outcome of my participation to the SALT conference for me was that I got really inspired by other presentations on projects funded by SALT and SEA. I’ve also managed to network with people who provided valuable information and support regarding funding calls so, I decided to apply. As a result, I am currently working on two projects, one on students’ perceptions of AI use in HE assessments (funded by SALT) and another on the impact of curriculum-embedded employability on student experience and graduate outcomes (funded by SEA).
I am looking forward to presenting findings from these projects to this year’s SALT conference – I hope to see you there.
