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“A fellow application will help to bring the best out of your teaching and professional practice.”
Tell us about yourself:
I’m Dr. Augustine Egwebe, I received my Ph.D. and B.Eng. degrees, in Electrical and Electronic Engineering (EEE), from Swansea University, Wales. I currently work as an Academic teaching tutor with the EEE portfolio at the College of Engineering, Swansea University, having supporting learning and teaching activities in HE/Swansea for at least seven years including my previous role as a laboratory demonstrator during my Ph.D. programme and in my current capacity as an academic teaching tutor.
Why did gaining Fellowship recognition matter to you? Why apply?
Whilst my learners and departmental colleagues continue to give me positive and encouraging feedback on my methods of teaching, I needed some measures to critic, validate and benchmark my approaches to learning and teaching in the HE. In a nutshell, I was looking for some kind of professional feedback on my work and luckily the HEA provided me with that platform.
Hence, a fellowship recognition offers me that invaluable tool to demonstrate my personal commitment to professional practices including my commitment to student engagement, the enhancement of the overall learner experience, helping the student to progress, and my continuing development as an educator.
What did you “glean” from the process of preparing an application with reference to the UK PSF?
It was a pleasure to see how my daily approach to learning and teaching fits into the wider HE context. I was able to deduce, from the process of preparing the application, that although I have fantastic teaching initiatives and contributions, it is important to sieve through, record each practice/contribution and map them to the UK PSF. This for me involve highlighting what is it that I have done, why was it done in the first place, what was the impact/effect on the learner, me & the institution, and how I can improve upon the various interventions.
I also deduced very quickly, from the application process, the role that my experience and collaborative research work play in how I teach and interact with the learners. I said to myself that this a reflective account, not some technical paper. Hence, I had to exercise the patience to probe through my work as an educator and to ensure to back up each relevant contribution with adequate evidence.
At first, this looks like a very huge mountain to climb as I have never done anything like this before. But with support and advice from my mentor and the SALT staff, I was good to go. I must say that I enjoyed every bit of the reflective writing process.
How it has impacted the way in which you think about educating learners in the Higher Education environment?
My perspective about learning and teaching in the HE has totally been transformed. Since engaging with the fellowship process and gaining the fellowship status, I now have a checkbox for each teaching intervention to ensure it aligns with the HE PSF. One key change for me now is that I now promote feedback for learning rather than the classical feedback of learning. I now also ensure that there is a two-way communication flow between me and the learners while offering timely and meaningful feedback.
What is the most important element of the UKPSF in your opinion – the Areas of Activity, Core Knowledge or Professional Values – or any particular one and why?
I particularly like all the items in the Core Knowledge (CK) as each Ks underpin my commitment to the subject material, appropriate methods for teaching, learning, and assessing including how the learners learn within subject to help harness cognitive and professional skills. I like the fact that the CK promote the use of technologies, including the use of blended learning approaches, to enhance the learning experience. Items K5 and K6 in the CK were quite unique, as I was able to map a handful of evidence to evaluate the effectiveness of my teaching and feedback approaches with reasonable consideration for quality assurance and enhancement.
What were good parts of the application process? What things were more challenging?
The background discussion about me and my teaching philosophy was straight forward to a good standard. This section offered me the opportunity to pitch my identity as an educator. I was able to successful link my methodologies to existing pedagogical literature. Section A1 also had a nice flow in my opinion, as this was mainly me telling the HEA panel about how I design and plan inclusive and engaging learning activities for the learners. I had a lot to say in this section.
I did find A3 a bit challenging as it focuses on how I access and give feedback to the learners. It can be difficult at times to get the right balance of bi-directional flow of interaction, between the learner and the educator when designing learning activities. Also, it took me time to source the right evidence that indicates that my feedback technique is effective. The sourcing and sorting of various evidence for each section of the application can be a bit tricky. But I did get there at the end.
I must say that since completing the application, I’ve gained a better insight on feedback and the possible measure for a constructive feedback method.
I would say my class is much lively and engaging thanks to the experience gained from the HEA application process.
How you have continued to apply the standards of the UK PSF in your work since gaining that recognition? i.e. maintaining good standing.
I’ve continued to engage in continuing professional development in my subject/discipline and my research. One of the added advantages of being a Fellow is that it opens door to advanced HEA training and workshops, I’ve been to attend a couple of these sessions. These sessions have helped me to gain valuable skills to improve my pedagogical practice for effective teaching and professional development.
For someone not sure about applying, what words of encouragement could you offer?
‘Keep it simple’.
The application process is an exciting process once you get down to it. A fellow application will help to bring the best out of your teaching and professional practice.
Firstly, I would advise that you ‘keep it simple’. You probably have more experience and evidence in your teaching practice/portfolio than you realize.
There are always things that you’ve done so well in the past. Start by itemizing all your experience, interventions, and contributions since joining the HE including support for individual teaching activities.
Do not just focus on the big things, even the little things count.
The next step is to reflect on each item in a constructive manner by asking the core question: In what way did this activity or intervention promote or influence learning? What is the general impact of this learning activity on the wider HE community? How do you measure or gather feedback on the adopted technique? Does the learning activity support or promotes of any of UK PSF?
You will never know how far you can go or how much you can achieve until you try, so just try and you will be amazed how much you can get done. I would also advise that you attend one of the SALT sessions for support.
What top tips would you offer to someone preparing a Fellowship application – any category?
“Don’t panic, take one step at a time”
Firstly, don’t panic, take one step at a time. Start by listing and mapping all potential experience and contributions (including activities for seminar, laboratory, learning support or field work), for each Area of Activity, using bullet points. Next, map at least two Core Knowledge or Professional Values per item and finally, tag a few shreds of evidence to each item on the list. The HEA fellowship self-diagnostic tool is a very handy document to use as it will help to strengthen your evidence.
Also, avoid the temptation of writing the application like a technical paper. I would advise that you write the application as reflective as possible. Ensure to spend the time to understand the various items in the UK PSF before mapping. Attend the various SALT seminar to get a clearer picture of what is expected of you. I found the SALT session very useful. Your mentor will always be there to support you through the process.
Finally, be disciplined with your time, and cultivate the habit of writing a short reflective account, each day, while preparing the fellowship application.[:cy]
“Bydd cais i fod yn gymrawd yn eich helpu i fanteisio i’r eithaf ar eich ymarfer addysgu a phroffesiynol.”
Dywedwch wrthym amdanoch:
Dr Augustine Egwebe ydw i a chwblheais fy ngraddau PhD a BEng mewn Peirianneg Drydanol ac Electronig (EEE) ym Mhrifysgol Abertawe, Cymru. Rwy’n diwtor addysgu academaidd yn y portffolio EEE yn Ysgol Beirianneg Prifysgol Abertawe ar hyn o bryd. Rwyf wedi cefnogi gweithgareddau dysgu ac addysgu ym maes addysg uwch/Abertawe am o leiaf saith blynedd gan gynnwys fy rôl flaenorol yn ddangosydd labordy yn ystod fy rhaglen PhD, ac yn fy ngwaith presennol fel tiwtor addysgu academaidd.
Pam oedd cael cydnabyddiaeth Cymrodoriaeth yn bwysig i chi? Pam gwneud cais?
Er bod y sawl rwy’n ei ddysgu a’m cydweithwyr yn yr adran yn parhau i roi adborth cadarnhaol a chalonogol i mi ar fy nulliau addysgu, roedd angen rhai mesurau i feirniadu, i ddilysu a meincnodi fy nulliau dysgu ac addysgu yn y sector addysg uwch. Yn gryno, roeddwn i’n chwilio am ryw fath o adborth proffesiynol ar fy ngwaith ac yn ffodus roedd yr Academi Addysg Uwch (HEA) yn cynnig y platfform hwnnw i mi.
Gan hynny, mae cydnabyddiaeth cymrodoriaeth yn cynnig cyfrwng amhrisiadwy i mi ddangos fy ymrwymiad personol at arferion proffesiynol. Mae hyn yn cynnwys fy ymrwymiad at ymgysylltu â myfyrwyr, gwella’r profiad cyffredinol i fyfyrwyr, helpu’r myfyrwyr i wneud cynnydd a’m datblygiad parhaus fel addysgwr.
Beth gwnaethoch chi ei “gasglu” o’r broses o baratoi cais i Fframwaith Safonau Proffesiynol y DU?
Roedd yn bleser gweld sut mae fy null bob dydd o ddysgu ac addysgu yn cyd-fynd â’r cyd-destun addysg uwch ehangach. Roeddwn i’n gallu casglu, o’r broses paratoi cais, ei fod yn bwysig hidlo a chofnodi pob arfer/cyfraniad a’u mapio i Fframwaith Safonau Proffesiynol y DU er bod gennyf fentrau a chyfraniadau addysgu ardderchog. Mae hyn i mi yn cynnwys tynnu sylw at yr hyn rwyf wedi’i wneud, pam y gwnaed yn y lle cyntaf, beth oedd ei effaith ar y dysgwyr, arnaf fi a’r sefydliad a sut y gallaf wella’r ymyriadau amrywiol.
Cesglais hefyd yn fuan iawn o’r broses ymgeisio, y rôl sydd gan fy mhrofiad a’m gwaith ymchwil ar y cyd o ran y ffordd rwy’n addysgu ac yn rhyngweithio â’r dysgwyr. Dywedais wrthyf fy hun fod hyn yn gofnod myfyriol nid yn bapur technegol. Felly, bu’n rhaid i mi arfer yr amynedd i ymchwilio i fy ngwaith fel addysgwr ac i sicrhau bod digon o dystiolaeth i gefnogi pob cyfraniad perthnasol.
Ar yr olwg gyntaf, mae hyn yn ymddangos fel mynydd mawr i’w ddringo gan nad ydw i wedi gwneud rhywbeth tebyg o’r blaen. Ond gyda chymorth a chyngor gan fy mentor a staff yr Academi, roeddwn yn barod i fentro. Rhaid i mi ddweud fy mod i wedi mwynhau pob rhan o’r broses ysgrifennu myfyriol.
Sut mae hyn wedi cael effaith ar y ffordd rydych yn ystyried addysgu dysgwyr yn yr amgylchedd addysg uwch?
Mae fy safbwynt am ddysgu ac addysgu ym maes addysg uwch wedi newid yn llwyr. Ers dechrau cymryd rhan yn y broses gymrodoriaeth a chael statws cymrodoriaeth, mae bellach gennyf restr wirio ar gyfer pob ymyriad addysgu i sicrhau ei fod yn cyd-fynd â Fframwaith Safonau Proffesiynol y maes Addysg Uwch. Un newid allweddol i mi yn awr yw fy mod bellach yn hyrwyddo adborth ar gyfer dysgu yn hytrach na’r adborth clasurol o ddysgu. Rwyf hefyd bellach yn sicrhau bod cyfathrebu dwy ffordd rhyngof fi a’r dysgwyr wrth gynnig adborth amserol ac ystyrlon.
Beth yw’r elfen bwysicaf o Fframwaith Safonau Proffesiynol y DU yn eich barn chi – y meysydd gweithgarwch, gwybodaeth graidd neu werthoedd proffesiynol – neu unrhyw un yn benodol a pham?
Yn benodol rwy’n hoffi pob eitem yn yr wybodaeth graidd (CK) oherwydd bod pob K yn ategu fy ymrwymiad at ddeunydd y pwnc, dulliau priodol ar gyfer dysgu, addysgu ac asesu gan gynnwys sut mae’r dysgwyr yn dysgu mewn pwnc i helpu datblygu sgiliau gwybyddol a phroffesiynol. Rwy’n hoffi’r ffaith fod y CK yn hyrwyddo’r defnydd o dechnolegau, gan gynnwys y defnydd o ddulliau dysgu cyfunol i wella’r profiad dysgu. Roedd eitemau K5 a K6 yn y CK yn eithaf unigryw oherwydd roeddwn yn gallu mapio llond llaw o’r dystiolaeth i werthuso pa mor effeithiol y mae fy nulliau addysgu a chyflwyno adborth gan roi ystyriaeth ddigonol i sicrhau a gwella ansawdd.
Beth oedd rhannau da’r broses ymgeisio? Pa bethau oedd yn fwy heriol?
Roedd y drafodaeth gefndirol amdanaf a’m hathroniaeth addysgu yn syml ac i safon dda. Rhoddodd yr adran hon gyfle i mi gyflwyno pwy ydw i fel addysgwr. Roeddwn yn gallu cysylltu fy methodolegau’n llwyddiannus â llenyddiaeth addysgeg bresennol. Roedd llif da i adran A1 hefyd yn fy marn i, oherwydd roedd hyn yn bennaf yn dweud wrthyf am banel Academi Addysg Uwch, a’r ffordd rwy’n llunio ac yn cynllunio gweithgareddau dysgu cynhwysol a diddorol i’r dysgwyr. Roedd gennyf lawer i’w ddweud yn yr adran hon.
Roedd A3 ychydig yn heriol yn fy marn i oherwydd ei bod yn canolbwyntio ar sut rydw i’n defnyddio ac yn rhoi adborth i’r dysgwyr. Gall fod yn anodd ar adegau i daro’r cydbwysedd iawn rhwng llif bi-gyfeiriadol y rhyngweithio rhwng y dysgwr â’r addysgwr wrth gynllunio gweithgareddau dysgu. Gwnaeth hefyd gymryd amser i mi ddod o hyd i’r dystiolaeth gywir sy’n nodi bod fy null o roi adborth yn effeithiol. Gall cyrchu a rhoi trefn ar dystiolaeth amrywiol ar gyfer pob adran o’r cais fod ychydig yn heriol. Ond llwyddais wneud hynny yn y pen draw.
Rhaid i mi ddweud fy mod i wedi cael gwell dealltwriaeth o adborth a’r mesur posibl ar gyfer dull adborth adeiladol ers cwblhau fy nghais.
Byddwn yn dweud bod fy nosbarth lawer yn fwy bywiog a dymunol oherwydd y profiad a gefais yn ystod proses ymgeisio’r Academi Addysg Uwch.
Sut rydych chi wedi parhau i gymhwyso safonau Fframwaith Safonau Proffesiynol y DU yn eich gwaith ers cael y gydnabyddiaeth honno? Hynny yw, cynnal safon dda.
Rwyf wedi parhau i gymryd rhan mewn datblygiad proffesiynol parhaus yn fy mhwnc/disgyblaeth a’m hymchwil. Un o’r manteision ychwanegol o fod yn Gymrawd yw ei fod yn agor drysau i hyfforddiant a gweithdai uwch yr Academi Addysg Uwch – rwyf wedi bod i rai o’r sesiynau hynny. Mae’r sesiynau hyn wedi fy helpu i ddatblygu sgiliau gwerthfawr i wella fy arfer addysgeg er mwyn addysgu’n effeithiol a datblygu’n broffesiynol.
I rywun nad yw’n siŵr os yw am wneud cais neu beidio, pa eiriau y gallech eu cynnig i’w annog?
“Byddwn yn eich cynghori i’w gadw’n syml”
Mae’r broses ymgeisio’n broses gyffrous unwaith rydych yn dechrau arni. Bydd cais i fod yn gymrawd yn eich helpu i fanteisio i’r eithaf ar eich ymarfer addysgu a phroffesiynol.
Yn gyntaf, byddwn yn eich cynghori i’w gadw’n syml. Mae’n siŵr bod gennych fwy o brofiad a thystiolaeth yn eich portffolio/arferion addysgu nag rydych yn sylweddoli.
Mae bob amser pethau rydych wedi’u gwneud yn hynod dda yn y gorffennol. Dechreuwch drwy restru eich holl brofiadau, ymyriadau a chyfraniadau ers ymuno â’r maes addysg uwch, gan gynnwys cymorth i weithgareddau addysgu unigol.
Peidiwch â chanolbwyntio ar y pethau mawr yn unig. Mae’r pethau bach yn cyfrif hefyd.
Y cam nesaf yw myfyrio ar bob eitem mewn modd adeiladol drwy ofyn y cwestiynau craidd: Ym mha ffordd gwnaeth y gweithgaredd neu’r ymyriad hwn hyrwyddo neu ddylanwadu ar ddysgu? Beth yw effaith gyffredinol y gweithgaredd dysgu hwn ar y gymuned addysg uwch ehangach? Sut rydych chi’n mesur neu’n casglu adborth ar y dull a fabwysiadwyd? A yw’r gweithgaredd dysgu yn cefnogi neu’n hyrwyddo Fframwaith Safonau Proffesiynol y DU?
Fyddwch chi byth yn gwybod pa mor bell y gallwch chi fynd na faint y gallwch ei gyflawni nes i chi roi cynnig ar hyn, felly ceisiwch a chewch chi’ch synnu faint y gallwch chi ei wneud. Byddwn hefyd yn eich cynghori i fynd i un o sesiynau Academi Dysgu ac Addysgu Abertawe i gael cymorth.
Pa argymhellion y byddech yn eu cynnig i rywun sy’n paratoi cais am Gymrodoriaeth – unrhyw gategori?
“Peidiwch â phoeni – un cam ar y tro”
Yn gyntaf, peidiwch â phoeni – un cam ar y tro. Dechreuwch drwy restru a mapio’r holl brofiadau a chyfraniadau posibl (gan gynnwys gweithgareddau ar gyfer seminarau, y labordy, cymorth dysgu neu waith maes) ar gyfer pob maes gweithgarwch, gan ddefnyddio pwyntiau bwled. Nesaf, mapiwch o leiaf ddwy elfen ‘wybodaeth graidd’ neu ‘werthoedd proffesiynol’ i bob eitem ac yn olaf, rhowch dystiolaeth i bob eitem ar y rhestr. Mae cyfrwng hunan-ddiagnostig cymrodoriaeth yr Academi Addysg Uwch yn ddefnyddiol iawn, a bydd yn helpu i gryfhau eich tystiolaeth.
Hefyd, osgowch y temtasiwn i ysgrifennu’r cais fel papur technegol. Byddwn yn eich cynghori i ysgrifennu’r cais mor fyfyriol â phosibl. Sicrhewch eich bod yn treulio amser i ddeall yr eitemau amrywiol yn Fframwaith Safonau Proffesiynol y DU cyn mapio. Ewch i seminarau amrywiol Academi Dysgu ac Addysgu Abertawe i gael darlun mwy eglur o’r hyn sy’n ddisgwyliedig ohonoch. Roedd sesiwn yr Academi’n ddefnyddiol iawn yn fy marn i. Bydd eich mentor bob amser yno i’ch cefnogi chi drwy’r broses.
Yn olaf, byddwch yn ddisgybledig o ran eich amser, ac ewch i’r arfer o ysgrifennu cofnod myfyriol byr bob dydd wrth baratoi ar gyfer y cais am gymrodoriaeth.[:]
