Role Modelling and Strategically Leading – the value of Recognition as a Principal Fellow – Part 2

In the HEA Fellowship blog, we’re continuing to measure the impact that HEA Fellowship has on teaching practices, on students and on the practices and approaches of peers.

Dr. Jo Berry, PFHEA
Dr. Jo Berry, PFHEA

Jo Berry gained her PFHEA in November 2021 and is an Associate Professor in the School of Culture and Communications, Faculty of Humanities and Social Sciences.  She’s held a range of College, School and institutional roles, including Dean of Assessment and Feedback. She is currently the School Education Lead.  Her passion is supporting student learning through effective assessment and feedback and inclusive learning practices.

She shares with us why she applied for Principal Fellow recognition and what this means to her.

Continue reading “Role Modelling and Strategically Leading – the value of Recognition as a Principal Fellow – Part 2”

Role Modelling and Strategically Leading – the value of Recognition as a Principal Fellow – Part 1

In the HEA Fellowship blog, we’re continuing to measure the impact that HEA Fellowship has on teaching practices, on students and on the practices and approaches of peers.

Dr. Claire Morgan, PFHEA
Dr. Claire Morgan, PFHEA

Claire Morgan gained her Principal Fellowship recognition in November 2021 and joined a small, but growing number of Principal Fellows at Swansea University.  Claire is Associate Professor in the Medical School, Faculty of Medicine, Health and Life Science specialising in cancer genetics.

Claire gained her PFHEA through the themes of strategic leadership in establishing/delivering the first NHS funded Genomic Medicine MSc in Wales to educate the healthcare professionals in genomics, Programme Director for the Genetics and Medical Genetics BSc Programmes, her external roles such as external examiner for HEI institutions including Bangor, Aberystwyth, Kings/St George, as well as her advisory role in subject specialist groups.

She shares with us why she applied for Principal Fellow recognition and what this means to her.

My honest answer in why I applied is that the University decided to embed HEA fellowship status into the University’s strategic goals. I therefore applied and obtained Fellowship in 2015 and in 2016 I applied for Senior Fellowship. However, in the process of applying for both FHEA and SFHEA it became more than a “tick box” exercise but one of self-reflection and to examine my own teaching practice. Now as programme director of the UG genetics and medical genetics programmes and the MSc Genomic Medicine programme, I felt I should apply for Principal Fellow to continue my journey of self-reflection but also to act as a role model to my colleagues and the students on my courses and for external recognition that my teaching and leadership is of a high professional standard.

Obtaining PFHEA is a prestigious accolade. It allows my teaching to be recognised and that my efforts and commitment to both students and staff are valued.

In terms of applying, Swansea University doesn’t have an internal route which is accredited, so all applications are submitted direct to Advance HE for scrutiny. Following the retirement of Professor Jane Thomas, Director of SALT and PFHEA holder herself in November 2020, there were no structured support options available internally.

But Claire is self-admittedly “someone who is very independent” and while SALT established an internal TEAMs site for staff interested in applying for PFHEA, she also contacted AdvanceHE and reports that she “had a detailed discussion with Sally Bradley, senior advisor for HEA Fellowships, which was extremely beneficial.”

In commenting on the application process itself, Claire notes

“The application process is challenging on several levels. You have to provide specific details of your leadership and your contribution and what impact that has had at institutional level or beyond, whilst at the same time adhering to stringent guidelines and word counts. You also must “blow your own trumpet” which can be disconcerting for many people – myself included! But what is key to obtaining PFHEA status is how well you can evidence your strategic leadership with specific examples and ultimately the impact of your leadership.”

There are four categories of Fellowship recognition, Associate, Fellow, Senior Fellow and Principal Fellow with these often being mistakenly for things you progress between and/or reflect seniority.

While Claire has gone ‘through the categories’ so to speak, she notes that the key difference between Senior Fellow (SFHEA) and Principal Fellow (PFHEA) is that

“SFHEA is concerned with supporting other members of staff through supervision, mentoring etc through leading academic teams or specific areas of L&T. The PFHEA still encompasses these roles, but PFHEA goes beyond supporting immediate members of your team. You must demonstrate and evidence your leadership across the University and also externally – how you have led changes that has far reaching impact”

The UKPSF which underpins the Fellowship categories was launched in the mid 2000s and re-issued in 2011 following a consultation. Its probably fair to say that Swansea had a slower start that other institutions in adopting the UKPSF and numbers of Fellows remained very low – less than 100 staff holding any category of Fellowship in 2015. The UKPSF though is embedded within framework for reward and recognition, from appointment to promotion.

So, with that timeframe in mind, is having Fellowship recognition changing perceptions of teaching?

“Definitely, no longer are lecturers seen as “just doing teaching”. Having HEA fellowship is formal recognition, either internally or externally,  of your commitment and experience to the educational process and your area of expertise.

Having to apply for PFHEA directly to Advance HE added another level of esteem as my application had to be reviewed externally giving me confidence that my leadership and impact could withstand external scrutiny.”

Helping others to get their Fellowship recognised

The internal route to HEA Fellowship administered by SALT relies heavily on the contributions of those who already hold Fellowship/Senior Fellowship or indeed Principal Fellowship, to support colleagues in preparing their application.  Claire has acted in that role as mentor and assessor and notes that its

“not only a rewarding experience by helping others but has been of personal benefit to me too. Providing feedback on applications and assessing submissions requires discussions with my colleagues, which has allowed me to learn from them and their experiences.

Not only am I able to disseminate my own best practice to others, but I am able to learn from them in turn, and disseminate best practice from other colleagues/departments (as well as an awareness of what may not be best practice) into my own teaching and that of my teaching staff, as a result enhancing student satisfaction, curriculum development and career progression of my teaching team.”

Quite often, those with PFHEA recognition are not teaching/supporting learners but involved in strategically leading policy.  Not for Claire though and when asked if she might stop teaching now she has PFHEA recognition she gave a robust NO.

“This is my job and I enjoy it. I am passionate about genetics and genomics and imparting that information onto students. I also enjoy supporting colleagues and in turn learning from them.”

And, so those thinking about, but perhaps not turned their attention to gaining recognition, she gives this strong advice.

“Just do it – it is such a valuable and rewarding exercise/experience. You cannot “fail”, you get the opportunity to respond to feedback and revise your application. It makes you think about your teaching, why you do what you do and how you can improve, at the same time as obtaining validation and recognition for all your hard work and commitment. There is nothing to lose but so much to be gained.”

Recognition Team Note

For more details about gaining recognition for your teaching through HEA Fellowship, please see the SALT website:
and/or contact for information about joining the PFHEA MS Teams site.

Celebrating 600 Fellows at Swansea University – Adapting To Online Learning

What I actually found was taking what I’ve been doing and seeing how it matched up to the Dimensions (of practice of the UKPSF) and then also by doing that you find the holes in that as well…and so that led, helped, especially with moving everything to to live Zoom lectures, it helped me organise.

Sue Croft, one of our 600 HEA Fellows shares her experience of gaining HEA Fellowship in July 2020, how being able to apply through the presentation route was a useful choice for her and discusses how her experience of adapting to online teaching during the Covid-19 pandemic was used in her application.

Watch her full interview with Darren Minister from SALT’s Recognition Team.

Sue is one of over 150,000 Fellows globally reported by Advance HE (14th October 2021)

Celebrating 600 Fellows at Swansea University – Senior Fellow Reflections on the value of recognition

Applying for HEA Fellowship] helps you to reflect on things and have confidence in your own teaching rather than just kind of doing the day job.




In late 2020, Darren Minister from SALT’s Recognition Team interviewed Nia Davies, Associate Professor and Senior Fellow of the HEA in Swansea University’s Medical School asking her about why gaining recognition mattered and how she adapted to online teaching.

Introductions – About you, Your Discipline, How long have you been teaching at Swansea?

I’ve been working in Swansea University since 2012, I started as a postdoctoral researcher and then moved over to a full-time research teaching contract in 2016 where I was the first lecturer employed on the new Applied Medical Sciences degree programme in the Medical School. Since then, I have developed the, at first, it was the foundation year for Applied Medical Sciences programme and as of 2020 we’ve now launched that as the Swansea University Medical School foundation year, so it now allows entry into all our undergraduate programmes and I’m the programme director for that. I lecture across all the undergraduate programmes in the Medical School and contribute to some of our postgrad teaching as well. 

Why did gaining Senior Fellowship recognition matter to you?

I was quite a fresh lecturer when I first started, I went through the PG Cert programme and first applied for Fellowship. So, I got that as part of my PG Cert and that really helped me bring my ideas together and acknowledge the pedagogical framework behind teaching in higher education. It’s not just writing a lecture, but the actual thought process that goes into preparing my teaching. When I then got that [FHEA], I got really interested in the pedagogical side of it, but also the leadership. I applied for Senior Fellowship, because I thought that brings together my interest in the science teaching and pedagogical values. But also, I think everybody wants reassurance that they’re doing a good job, and [HEA] Fellowship sort of reinforces that for you. It helps you realize that what you are doing is meeting a framework and that you are. It’s a commitment to the learning and teaching in the school [of Medicine], and not just doing it as a day job, but developing myself as a professional teacher alongside that. So, I guess the Senior Fellowship brought together the fact that I now have responsibility for a programme. I just acknowledged my work and recognize my leadership in the Medical School, not just in teaching, but also in leading colleagues and then the impact of them on teaching. It just reinforces what I was doing as a day job, I guess, just give it a bit of recognition professionally. 


How have you continued to apply the standards of the UKPSF in your work since gaining that recognition during the Covid-19 pandemic?

Wow. So, I’m still mindful of them and certain things like knowing the discipline, subject area and the knowledge values are obviously still very self-explanatory. But it’s also, it’s more the communication of them now that’s had to change. So, I’ve been trying to do a lot more peer observations, reviewing my module review and feedback to make sure that what I’m still doing is meeting the needs of the students. But I guess it’s just reviewing my own delivery and promoting the participation in different ways. We’re having to think about using online tools, as well as the practical teaching that I’m involved in, because we do have some students studying online as well as in blended learning. It is just trying to use some different technologies in my own teaching. I guess that has changed my own, and sort of, contributed to my own CPD, for example, two months ago if you told me, I’d have a YouTube channel by the end of November [2020] I would never have thought it possible. So certainly, my own use of technology in my teaching has, I’d like to say, improved, but certainly increased. Also trying to use new online assessments and things like that, it is just maintaining awareness of the UK PSF but now trying to deliver in a different way. I am much more involved I would say now with some external organizations. I do a lot with the British Pharmacological Society, I’m involved in an organization called ‘Dry Labs Real Science’, as well as SALT [Swansea Academy of Learning and Teaching] just to make sure that what we’re still delivering meets the needs of the students and the UK PSF then as part of that. 


What tips would you offer to someone delivering blended teaching in HE? 

I guess the first one is to kind of be organized with it. It sounds easy, but I think you can be flexible with it, but you do need to be organized, it does take a lot of time to record the lectures and upload them and think about how to engage students a lot more. It’s different delivering a live performance because you don’t get the immediate feedback from students, so definitely think about how you’re going to engage the students. Perhaps a lecture that we’d normally deliver facetoface, won’t translate as well online. We tell our students when they are doing presentations to think about the audience, I think that is very important in blended learning. Think about the students as an audience, think about their engagement, think about formative quizzes. Certainly, my students enjoy the discussions and use of them on Canvas or just using the technologies available to us. But just being organized with it, have time and try to organize things into smaller bite sized chunks, rather than recording full two-hour lectures, as they can get quite sort of daunting to students, think about having some sort of interaction with them. I try to have a weekly Q and A tutorial with my groups at some point. It may be a different year per week, just to maintain a bit of a touch point and allow them to have a bit of discussion, clear up any problems or issues they’re having or any confusion, open the discussion with them and trying to encourage that certainly helps the blended learning I would say. 

For someone not sure about the applying for HEA Fellowship recognition, what words of encouragement could you offer?

I would say definitely think about doing it, it is worth it. It does allow you an opportunity to reflect on what you’re doing, and I think we can be so close to the day job sometimes that we forget about the greater impact of that. It is worth doing because it does allow you that recognition and definitely go for it, have confidence in your own teaching. In terms of putting together the application, I would say make a list of everything, so keep a diary of everything you do, everything you think, just replying to an email or holding another workshop or attending a seminar. It does contribute to that, so you are probably doing much more than you think of. If you make a list and map that to the UK PSF and the criteria for the different fellowship levels, you’ll certainly realize what you’re doing and just have confidence in yourself and in your own application. 

What top tips would you offer to someone preparing a HEA Senior Fellowship application? 

I guess it is again keeping a diary or a log of everything you do. But when you’re preparing the Senior Fellowship, rather than the Fellowship, I would certainly think about your influence on colleagues, how you would help develop the careers, developed other personnel, people and colleagues, rather than just the students. I have a lot of demonstrators, a lot of post grad students involved in my teaching and it’s just recognizing your contributions and some of them have now come on and are actually lecturers as part of our team. It is just recognizing your own leadership and acknowledging that it is leadership. We all see it as something we just do, but certainly recognize it is leadership and have confidence in that when you are preparing your application. Again, just keep a diary and think long term. It’s not just you are doing your Senior Fellowship to tick that box. Think about the criteria of your own job, your own career progression, think about how you want to influence students, how you do that via your modules and your colleagues, as well as your contact with the students themselves. 


Anything else you’d like to add at all? 

No, I think just to say that SALT are really supportive of this, the Fellowship Programme. I think certainly when I got to applying for Senior Fellowship, my own mentor from outside the Medical School was really supportive. And just yeah, I think it’s just really worth it for people to do instead of it’s not just a burden, but it is actually, I think it helps you to reflect on things and have confidence in your own teaching rather than just doing the day job. [:]

Evidencing Learning – TweetChats, ‘Lurking’ and the Value of Reflection

Providing evidence of undertaking Continuing Professional Development (CPD)(1) or Continual Professional Learning (CPL) especially for HEA Fellowship claims (any category) can resort to a list of courses attended (in person/online). While certainly applauding an ongoing commitment to keeping practice up to date and having enough time to engage in numerous CPD opportunities, providing a list (bullet points or in sentence format) does not necessarily evidence the learning.

The important part is to take stock and reflect on ‘how can I apply what I’ve learnt?’ and if you did ‘what did I learn from that experience?’ ‘What worked well, what might need improvement?’ This demonstrates how you use evidence informed approaches and the outcomes from research, scholarship and CPD to enhance your practice (V3 of the UK Professional Standards Framework.)

Evidencing engagement in your Twitter PLN and through Tweetchats have been questions asked of prospective HEA Fellowship applicants. And that in turn has led to a wider consideration of evidencing learning.

  • Is evidence of engagement through responses to the Questions as captured in the Storify/Wakelet sufficient?
  • What if you didn’t actively contribute (2) but afterwards reviewed in greater detail the responses to the questions, refined the answers down to what might you felt was appropriate to your own practice?
  • Does that ‘count’ and if so, how can you evidence it?

Recently, I came across a reflective post using Pebblepad software about evidencing engagement in Tweetchats that I had found a few years ago but had forgotten about!

The recommendations there from David Eddy (@sonofedd) about spending a few moments to jot down your key takeaway message from the Tweetchat is so valuable. As are his observations that if you are engaging/watching, you are building your Personal Learning Network and sharing ideas on effective practice. That’s been so true for me.

As an educator, you can also initiate a subject-based Tweetchat perhaps in lieu of a Q&A session…and perhaps ask all students to produce a ‘reflection’ on key points learnt to enable any ‘non active’ participants to demonstrate their key learning ‘take aways’ – written/audio/video formats perhaps?

This in turn enables participants to demonstrate a great range of ‘deeper’ learning including consolidation, critical thinking and analysis that just ‘contributing’ during the live event may not. It would also address the ‘lurker’, ‘quiet thinker’ or ‘introvert’, acknowledging various ways in which we learn (K3). The ‘reflection’ aspect could address much of the discussion over the past year of trying to demonstrating ‘engagement’ or ‘interaction’ online (synchronously or asynchronously) as a proxy for demonstrating learning (see work of Bozhurt et al, Cain and Honeychurch in the Exploring Further section).

There are a few TweetChats in Higher Education: #LTHEChat and #CoachingHE are ones I follow (not necessarily participate every time), I will look at the curated Wakelet afterwards though if I think the topic may be of relevance to my needs). But there may ones in your specific discipline and so following key people, relevant hashtags and curating tweets, e.g. using Wakelet will help you cope with what can be a high volume of rapid exchanges!

So, returning to the issue of evidencing your own continuing professional learning, perhaps you may want to be selective about what CPD/CPL opportunities you DO engage with and critically review your practice first. What would you like to improve, before choosing CPL activities possibly based on ease/availability? Don’t forget that CPL can be asynchronous or synchronous, individual or a shared learning experience with others (Ferman, 2002). And most importantly, reflect on the impact on your practice afterwards.


(1) A5 of the Dimensions of Practice of the UK Professional Standards Framework
(2) Often called ‘lurking’ or ‘vicarious learning’, this, often “silent engagement”, does not mean that ‘participants’ aren’t learning because they aren’t contributing to the live TweetChat. There are lots of reasons why participants may be hesitant or unable to contribute ‘live’, including imposter phenomenon – Clance and Imes, 1978).

Exploring Further

About Advance HE and the UKPSF – see SALT’s pages: About Advance HE and UKPSF – Swansea Academy of Learning and Teaching

Cain S. (2012) Quiet: the Power of Introverts in a World that can’t stop talking, Penguin Books

Clance, P.R., & Imes, S. A. (1978). ‘The impostor phenomenon in high achieving women: Dynamics and therapeutic intervention’, Psychotherapy: Theory, Research, and Practice, 15(3), 241-24. Available from: Dr. Pauline Rose Clance – IMPOSTOR PHENOMENON specifically: 4.3.7-6-IP-High Achieving Women.doc (

Bozhurt A.; A. Koutropoulous, L. Singh and S. Honeychurch (2020) ‘On lurking: Multiple perspectives on lurking within an educational community’, The Internet and Higher Education, Vol 44, Article 100709.

Ferman T., (2002) ‘Academic professional development practice: What lecturers find valuable’, International Journal for Academic Development, 7(2), 146- 158.

Honeychurch S. (2018) – (@NomadWarMachine) Reclaiming Lurking | NomadWarMachine Blogpost of 12th September 2018

TweetChat Resources #LTHEchat | The weekly Learning and Teaching in HE chat created by the community for the community – Wednesday 8-9pm – you can access the previous blogposts and wakelets following these chats in the Programme>Archived Tweetchats

CoachingHE Chat: #CoachingHE | SDF – Staff Development Forum

What is a Tweetchat? See What is a tweechat? – Technology enhanced learning (

Teaching in HE during Challenging Times – Swansea University’s 600th Fellow!

Dan Forman photograph

Introduce yourself – who are you?

My name is Dan Forman and I have taught in the Department of Biosciences for over 20 years.

Why did gaining Senior Fellowship recognition matter to you?  Why apply?

If I am honest, gaining recognition as a SFHEA greatly assisted raising my own confidence; I was able to take a step back and see more clearly, and objectively, how I had developed over my career, and recognise the positive impact that it has had for students and colleagues.  It was also useful for my future plans for career development / promotion application.

I would strongly encourage anyone to apply; it is hard work (!) but a great way of celebrating your individual achievements in HE through peer reviewed recognition.

How have you continued to apply the standards of the UKPSF in your work since gaining that recognition during the Covid-19 pandemic?

I have tried to embrace online teaching and learning and have successfully run workshops and presentations for the University and externally to help support and provide training for colleagues and peers in teaching and learning. I have just co-led a workshop at an international ecology conference where we identified the lessons learnt and best practise in teaching and learning that has arisen during the Covid pandemic. I have been working with colleagues to increase awareness of equality and inclusivity in teaching and learning and recently hosted a SAILs webinar for staff on Reasonable Adjustment.

What top tips would you offer to someone delivering blended teaching in HE?

One of the great things about using online approaches to learning is that there is no limit to what you can provide for students to engage with. Don’t over complicate things, however, and provide too much to read, watch, review, etc as this may overload your students.

Plan in-person sessions well in advance and ensure that you have considered a suitable way of capturing / replicating any teaching sessions for those students that may not be able to attend. Communicate clearly with your students as to the purpose, importance and value of these in person activities to the learning experience.

Try to avoid too many pre-recorded lectures, students generally do enjoy live lecture sessions with staff.

Don’t be afraid to ask others for suggestions and ideas as to how best to deliver and assess modules using blended learning and use the support from SALT and SAILs!

For someone not sure about applying for HEA Senior Fellowship recognition what words of encouragement could you offer?

You can do it and you are not alone!

What top tips would you offer to someone preparing a HEA Senior Fellowship application?

Read through some past examples to gain an idea of the approach to take but recognise that everyone’s journey in teaching is different.

Don’t forget that leading and supporting work in the areas of student inclusivity, support and welfare as appropriate as evidence and case studies for SFHEA.

Seek support from a mentor as soon as possible, it is important to gain insight from someone who has been through the experience.

Create a folder / document to collect and store evidence in as you are working through your drafts. If you are not sure if you have the appropriate evidence speak with your tutor and peers to seek support and advice as soon as possible.

Set a realistic amount of time aside for writing your draft application as it will take longer than you think!

Celebrating HEA Fellowship at Swansea University – applying UKPSF standards while teaching online

Anthony Charles, SFHEA

Some Introductions…

I am Dr Anthony Charles, a Senior Lecturer in Criminology and Criminal Justice. I am programme director for the MA in Applied Criminal Justice and Criminology and I am a Senior Fellow of the HEA and a UKAT Senior Recognised Advisor. I teach in Criminology, with a focus on my specialist subjects which are youth justice and children’s rights. I have been employed at Swansea University for more than 18 years (although my initial role was in research).

and Anthony’s Top Tips

1. Be honest and undertake an audit

2. Work with your mentor

3. Discuss your application with colleagues

4. Don’t leave the application until the last minute.

Why did gaining Senior Fellowship recognition matter to you? Why apply?

I believe that teaching is one of the most critical activities that we undertake at Swansea University. Through teaching, we help to form the minds of future leaders, share and progress our discipline, create channels through which our research can inform and inspire and ourselves develop. I gained my HEA Fellowship in 2017 and found the reflective process underpinning it very helpful. As I have grown into a programme management role, in which I lead a teaching team and a growing PGT programme, I wanted to take that personal reflective process a stage further. I therefore undertook the Senior Fellow application to challenge my practice, my leadership role and to reflect upon what I have done and could improve upon. It is really important that we do not ‘stand still’ in our teaching journeys: HEA recognition helps us to remember to evidence what we do, reflect and, where appropriate, make changes.

How have you continued to apply the standards of the UKPSF in your work since gaining that recognition during the Covid-19 pandemic?

Without doubt, the pandemic has created a number of challenges for teaching practitioners. However, it has also created opportunities. As I reflect on what I and the team have done, we have: optimised digital learning approaches; thought hard about what students will need in the new working environment; challenged syllabi; modified teaching practice; diversified teaching sessions; and revised approaches to assessment. In doing so, arguably all of the 5 core areas of activity have been realised, new ways of sharing knowledge have been designed and a greater emphasis than ever been placed on our professional values. Both as a teacher and someone who leads a team, I saw incredible dedication across the University towards continuing to provide quality teaching and an excellent student experience and the real passion for teaching which characterises Swansea University became so visible.

For me personally, the pandemic also led me to think acutely about related teaching and student support practice and thus, in addition to a Senior Fellowship application, I made an application to UKAT for recognition as a Senior Recognised Advisor and fortunately, this was successful also. This allowed me an opportunity to focus specifically on my mentoring and advice roles (and my leadership of these), elements of practice which are now more critical than ever. Although a separate recognition, the Senior Recognised Advisor accreditation complemented my Senior Fellowship and allowed me further engagement in reflection on my professional activities.


What top tips would you offer to someone delivering blended teaching in HE?

The three top tips that I would offer are based on my personal experiences:

Firstly, invest in more initial preparation than you are used to. This is not a bad nor negative thing. Blended teaching requires forward thinking around delivery, which is more intense than if we were in the classroom. Such things as IT can create challenges and ensuring that students are advance briefed and prepared become incredibly important. However, done right, blended learning can be a positive experience for teachers and students.

Secondly, be prepared to move away from the status quo and embrace change. Certainly, when I have taught on-line and diversified my approach, my existing PowerPoints and Prezi’s were reshaped, the familiar structure of lectures, seminars and workshops were amended and new ways of promoting interaction had to be constructed. Were these a little daunting to begin with? Of course. At the end of term, had I learned new skills and become more confident in my ability to teach in a blended manner? Yes. At the conclusion of the module, did students say that they had enjoyed blended learning? They did. To make the most of blended learning, we have to be agile and willing to change. Actually, this is an exciting aspect of teaching practice and something that we should not forget.

Finally, listen to the students. Blended learning presents its own, unique challenges, notably a shift in participation away from that which we are used to. There is less human interaction in the sense of not always being together in a classroom and being able to ‘read the room’. Yet, students are, in blended learning, as in face-to-face approaches, our partners. So, what I have found useful is to do something that I would do in a face-to-face context – build in honest evaluation and feedback opportunities, discuss changes with students, assess jointly ‘what works’ and manage expectations appropriately (both staff and students). Throughout the changes effected by the pandemic, I have found simply talking with students (which is what we do anyway) is the best way to move forward and they have been understanding and generous in terms of their understanding and support of staff.


For someone not sure about applying for HEA Senior Fellowship recognition what words of encouragement could you offer?

I would simply say, ‘go for it!’. I have seen such great teaching practice across the University and am shocked sometimes when people become anxious applying for Fellowship and Senior Fellowship recognition. Teaching staff spend so much time thinking about, planning for and delivering teaching – I cannot think of a single lecturer who does not want to be an excellent teacher. So, with that in mind, it is important that teachers get the recognition that they have earned.

The Senior Fellowship though is not just about recognition (as important as that is). It is, as I suggested above, another way to develop – for me, that was very important. I have never seen my HEA journey as a tick box and I would encourage others not to either. Rather, think of it this way: teaching matters, it is a critical aspect of our core business and we all want to get it right. More than that, for many of us, teaching is our vocation, and it is something that we want to excel in. Using the UKPSF, central elements of teaching practice get discerned (as also the areas in which we can improve). Through case studies, leadership and innovation is revealed (as well as challenges for the future). Through recognition, both individual staff members and the University gain pride and status and as a learning community we grow together. All of these things matter and really underscore why everyone who teaches should take that first (or second or third) step on the HEA journey.

I did want to add one further point. Thanks to the way that Swansea University has approached its HEA route, no-one is left unsupported. We have dedicated professional staff who provide incredible support, and each applicant gains a mentor. Also, our Schools are supportive. The HEA journey is therefore one that is shared. I personally think that this is an innovative and positive thing. To any aspiring or potential applicant, I would recommend you to download Senior Fellowship information and attend the next Swansea route briefing. I have found my HEA journey to be incredibly positive and I hope that you do too.

What top tips would you offer to someone preparing a HEA Senior Fellowship application?

My tips would be:

Firstly, be honest and undertake an audit. Spend a bit of time working through the UKPSF and write down the ways (and there will be many) that you meet the areas of activity and demonstrate key knowledge and professional values. I guarantee that applicants will be surprised by the good practice that they already do – this can be a great start to the HEA journey. This will also help you think around the evidence that you need to provide.

Secondly, work with your mentor. Swansea has set up a system of HEA mentors. Please, make the time to contact your mentor. Discuss any concerns with them, discuss too your successes. Do not think of mentoring as an add-on to the process: it can be critical.

Thirdly, discuss your HEA application with colleagues. I find that many colleagues are a bit shy about the good work that they do. If individuals discuss their developing applications with others, they can get reassurance about their teaching, be reminded of positive things that they do and simply excite support from their team. All of these things are important.

Finally, do not leave your HEA application until the last minute. We should all invest in our development and, when it concerns such an important role as teaching, arguably the investment should be strong. So, I would recommend, in addition to the above, that applicants try to get their applications done in advance, reviewed and give themselves a little time to reflect. Through the HEA recognition process, the successes and achievements of teachers can sing – let us all seek to make Swansea University resound with the chorus generated by those recognised by the HEA!

Celebrating 500 Fellows at Swansea University – Why recognising teaching is important for all staff who teach | Dathlu 500 Cymrawd ym Mhrifysgol Abertawe – Pam bod cydnabod dysgu yn bwysig ar gyfer yr holl staff sy’n addysgu

Yamni Nigam is a Professor on the Enhanced Innovation and Engagement strand and has been working at Swansea University for over 20 years.  She teaches on the broad multidisciplinary topic of Biomedical Sciences – specifically covering anatomy, physiology and pathophysiology – in the College of Human and Health Science.  You may also know her through her research into maggots (recently supporting the production team of the BBC hospital drama Casualty) and she’s been recognised for her work through many local and national awards.

It has to be said that Yamni Nigam is a real powerhouse of enthusiasm for her research and also her teaching.  It’s clear to see when you speak to her and also see her Office where bugs abound! She exudes energy and passion and it must be infectious to those she encounters.

Read more about Yamni through her profile page: and her “Love a Maggot” campaign:

So, with all this recognition for her work, being a Professor and many years of teaching experience, why would Yamni bother to gain HEA Fellowship?

“Whatever you are doing, you want to know that you are doing it well.  Teaching is a brilliant profession and HEA Fellowship demonstrates that you’ve satisfied the professional standards – it’s a real ‘Pat on the Back’.

Finding out about the UK Professional Standards Framework was a real eye opener.  To be honest, I hadn’t known it had existed and was really pleased to review it and see that it is a rigorously thought-out framework to enable teaching in higher education to stand out as a profession in its own right.

In preparing my application, I was able to refer to a series of baseline standards in the UKPSF and academic research literature for teaching which had been new to me.”

So what has been the impact of applying for recognition?

“In terms of the impact of preparing my application, I’ve always tried out different approaches to teaching.  I’d been previously quite didactic as a teacher, probably including too many slides because I just wanted to impart my knowledge for the students.  But over time, I’ve learnt to reduce the content and apply active learning techniques.  But I always felt I wasn’t doing enough and didn’t understand the different approaches to teaching.

So I took some of the CPD courses and they gave me fresh ideas and I considered different approaches to my teaching, such as flipped learning and using Virtual Reality (VR).  Not all however are appropriate, but I know what will work.  The concept of different approaches to learning – VARK was so important to me.  Bringing in the kinaesthetic aspects into anatomy teaching made so much sense.

I explored the use of VR at the SALT Conference[1].  We now teach anatomy using a number of VR headsets and it enlivens what could be quite a dull, dry topic and enables greater interaction – the students love it.”

What’s the most important aspect of the UKPSF Dimensions for you?

“Core Knowledge.  It’s absolutely essential.  I feel you cannot educate learners well if you don’t know your subject inside out.  It’s vital to attend whatever you can to keep developing your knowledge. It changes all the time – in my field e.g. for example new techniques and research reveal much more on how the body responds to certain conditions including ageing.  It’s important to always be on top of your game.

Learning about everything I didn’t know about teaching approaches was both a positive and challenge in the application process.  I enjoyed the aspect of learning about the theories, but the time to sift through the relevant literature was the most taxing aspect when you have a million other things to do.  Using Pebblepad[2] was fun though I know others didn’t feel the same way!”

How are you keeping on top of your teaching game?

“I’m continuing to improve as a teacher by being far more consistent in asking what the students have understood (or not) in my lectures.  I pass round a paper-based short evaluation form where they can tell me what they’ve not understood; after the class, I review those, go back and adapt my lesson for the next time and amend my teaching accordingly.

Attending peer observations is a great opportunity to learn from others…everyone has different approaches.  I observed one of our newer members of staff recently.  I was enthralled with his motivation and engagement with the students…I might even ‘steal’ one his ideas to ensure all students engage – letting students choose topics out of a hat that they then research and prepare a brief presentation on in 15 minutes within the lesson.  Great way of promoting learning for the whole group.”


OK, you mentioned that staff have a million others things to do.  What encouragement can you give?

“It’s really important to do it.  It’ll give you the recognition that you’re good at what you do.

But, you have to plan it through and you need to give yourself time.  You need to plan, consider what you’ve done over the last few years, prepare well, and think about what approaches have been good for you and for your students.

Teaching is so valuable.  To be able to break down your very complicated topic into something that is understandable.  It’s incredibly rewarding to be able to do that.”

[1] Virtual Reality talks and workshops delivered as part of the 2017 SALT Conference:

[2] Swansea University used Pebblepad portfolio software between 2015 and 2018 as the means to submit a claim for recognition as an HEA Fellow (all categories)


Mae Yamni Nigam yn Athro ar faes Arloesedd ac Ymgysylltiad Uwch ac wedi bod yn dysgu ym Mhrifysgol Abertawe am dros 20 mlynedd. Mae hi’n dysgu ar y topig eang, amlddisgyblaeth o Wyddorau Biofeddygol – yn benodol yn ymdrin ag anatomeg, ffisioleg a phathoffisioleg – yng Ngholeg y Gwyddorau Dynol ac Iechyd. Efallai eich bod yn nabod hi trwy ei ymchwil i mewn i gynrhon (yn ddiweddar yn cefnogi tîm cynhyrchu’r ddrama ysbyty, Casualty sydd ar y BBC) ac mae hi wedi cael ei adnabod am ei gwaith trwy wobrwyon lleol a chenedlaethol.

Mae’n rhaid dweud bod Yamni Nigam yn bwerdy o frwdfrydedd am ei ymchwil a hefyd, ei dysgu. Mae’n amlwg gweld wrth siarad â hi a hefyd yn gweld ei swyddfa hi’n heidio gan bryfed! Mae hi’n chwysu egni ac awch, mae’n siŵr ei fod yn heintus i’r rhai mae’n cyfarfod.

Darllenwch am Yamni trwy ei thudalen: a’i ymgyrch “Love a Maggot”:

Felly, gyda’r gydnabyddiaeth yma am ei gwaith, bod yn Athro a gyda llawer o flynyddoedd o brofiad dysgu, pam byddai Yamni yn trafferthu ennill Cymrodoriaeth yr AAU?

“Beth bynnag rydych chi’n gwneud, rydych eisiau gwybod eich bod chi’n ei wneud yn dda. Mae dysgu yn broffesiwn arbennig ac mae Cymrodoriaeth yr AAU yn arddangos eich bod wedi bodloni’r gwerthoedd proffesiynol – mae’n ‘Curiad ar y Cefn’ go iawn.

Roedd ddarganfod y Fframwaith Safonau Proffesiynol y DU yn agoriad llygaid mawr. I fod yn onest, nid oeddwn yn gwybod ei fod yn bodoli, roeddwn i’n falch iawn i’w adolygu a gweld ei fod yn fframwaith manwl iawn i alluogi dysgu mewn addysg uwch i sefyll allan fel proffesiwn yn ei hun.

Wrth baratoi fy nghais, roeddwn yn gallu cyfeirio at gyfres o safonau sylfaenol o’r UKPSF a llenyddiaeth ymchwil academaidd ar gyfer dysgu roedd yn newydd i mi.”

Beth sydd wedi bod yn ddylanwadol wrth geisio am gydnabyddiaeth?

“Yn nhermau’r dylanwad o baratoi fy nghais, rydw i wastad wedi trio dulliau gwahanol o ddysgu. Roeddwn i arfer bod yn ddidactig iawn fel athrawes, yn cynnwys gormod o sleidiau oherwydd roeddwn eisiau rhoi fy ngwybodaeth i’r myfyrwyr. Ond dros amser rydw i wedi dysgu i leihau’r cynnwys a defnyddio technegau dysgu gweithredol. Ond, roeddwn i wastad yn teimlo fel nad oeddwn yn gwneud digon ac nid oeddwn yn deall y dulliau gwahanol i ddysgu.

Fe gymerais i rai cyrsiau DPP (Datblygiad Proffesiynol Parhaus) a wnaethon nhw roi syniadau newydd i mi ac fe wnes i ystyried dulliau newydd o ddysgu megis dysgu wedi trosi a defnyddio Rhith-Wirionedd (VR). Ond, nid yw pob un yn addas, ond dwi’n gwybod beth fydd yn gweithio. Y syniad o ddulliau gwahanol i ddysgu – roedd VARK yn bwysig iawn i mi. Roedd dod ag agweddau cinesthetig i mewn i ddysg anatomeg yn gwneud llawer fwy o synnwyr.

Fe wnes i archwilio’r defnydd o Rhith-Wirionedd yng Nghynhadledd SALT[1]. Rydym nawr yn dysgu anatomeg gan ddefnyddio nifer o benwarau Rhith-Wirionedd ac mae’n bywiogi beth all fod yn dopig diflas. Mae’n galluogi rhyngweithiad llawer gwell ac mae’r myfyrwyr yn mwynhau’n fawr.”

Beth yw agwedd pwysicaf o Ddimensiynau’r UKPSF i chi?

“Gwybodaeth Graidd. Mae’n hanfodol. Dwi’n teimlo nad ydych yn gallu addysgu dysgwyr yn dda os nad ydych yn gwybod eich pwnc yn drylwyr. Mae’n bwysig iawn i fynychu unrhyw beth allwch i gadw datblygu eich gwybodaeth. Mae’n newid drwy’r amser – yn fy maes i e.e. technegau newydd ac ymchwil yn dangos llawer fwy ar sut mae’r corff yn ymateb i rai cyflyrau gan gynnwys heneiddio. Mae’n bwysig i wastad fod ar eich gorau.

Roedd dysgu am bopeth nad oeddwn i’n gwybod am ddulliau dysgu yn beth positif ac yn sialens yn y broses cais. Fe wnes i fwynhau’r agwedd o ddysgu am theorïau, ond yr amser i edrych drwy lenyddiaeth briodol oedd y peth mwyaf llethol pan fo’ llawer o bethau arall i’w gwneud. Roedd defnyddio Pebblepad [2] yn hwylus ond dwi’n gwybod bod llawer o bobl ddim yn teimlo’r un peth!”

Sut wyt ti’n cadw ar ben dy ddysgu?

“Rydw i’n parhau i wella fel athrawes gan fod yn gyson wrth ofyn i’r myfyrwyr beth maent wedi deall (neu beidio) yn fy narlithoedd. Rydw i’n pasio gwerthusiad byr, ar bapur, o amgylch lle maen nhw’n gallu dweud beth nad ydynt wedi deall; ar ôl y dosbarth, dwi’n adolygu’r rheini ac yn addasu fy ngwers erbyn y tro nesaf ac yn addasu fy nysgu yn unol â hynny.

Mae adolygiad gan gydweithwyr yn gyfle da iawn i ddysgu o eraill…mae gan bawb dulliau gwahanol. Fe wnes i arsylwi un o’n staff newydd yn ddiweddar. Roeddwn i wedi swyno â’i gymhelliant ac ymrwymiad gyda’r myfyrwyr…efallai na’i ‘dwyn’ un o’i syniadau i sicrhau bod yr holl fyfyrwyr yn cymryd rhan – gan adael i fyfyrwyr dewis testunau allan o het, maent yna’n ymchwilio a pharatoi cyflwyniad mewn 15 munud o fewn y wers. Mae’n ffordd dda o hybu dysgu i’r holl grŵp.”

Iawn, fe wnes di sôn bod gan staff lawer o bethau eraill i’w gwneud. Pa anogaeth allet roi?

“Mae’n bwysig iawn i’w gwneud. Bydd yn rhoi’r gydnabyddiaeth eich bod yn dda â beth rydych yn gwneud.

Ond, mae angen i chi gynllunio’r cais trwyddo a rhoi digon o amser i’ch hun. Mae angen cynllunio, ystyried beth rydych wedi gwneud dros y blynyddoedd diwethaf, paratoi’n drylwyr a meddwl pa ddulliau sydd wedi bod yn dda i chi a’ch myfyrwyr.

Mae dysgu mor werthfawr. I allu torri rhywbeth i lawr, sydd mor gymhleth i rywbeth dealladwy. Mae’n werthfawr iawn i allu gwneud hynny.

[1] Trafodaethau a gweithdai Rhith-Wirionedd fel rhan o Gynhadledd SALT 2017:

[2] Defnyddiodd Prifysgol Abertawe feddalwedd portffolio Pebblepad rhwng 2015 a 2018 ar gyfer cyflwyno cais i dderbyn cydnabyddiaeth fel Cymrawd Academi Addysg Uwch (pob categori)

Celebrating 500 Fellows at Swansea University – HEA Fellowship – an investment for your future | Dathlu 500 Cymrawd ym Mhrifysgol Abertawe – Cymrodoriaeth yr AAU – buddsoddiad ar gyfer eich dyfodol

In this difficult period of adjusting to online learning and teaching, gaining recognition for your teaching as an HEA Fellow may not be something at the foremost of your to do list. However its a very rewarding application process, enabling you to reflect on your teaching practice, celebrate the approaches that have worked well and consider ways to support more effective student learning. As part of SALT’s 500 Fellows celebration, read how one of our current Fellows and assessors found it helpful along with their application tips.

Dr. Rhys Jones, Senior Lecturer and Programme Director for the MA in Digital Media in the College of Arts and Humanities shares his experience of applying the UK PSF in his teaching practice and tips from his role as mentor and assessor for those applying for HEA Fellowship through the Swansea Application Route for experienced staff. Rhys gained HEA Fellowship recognition through completion of the PG Cert in teaching in HE (PGCtHE) in 2012 through the medium of Welsh. He has been assessing PGCtHE portfolios since 2015, and supporting the Swansea Application Route since 2017. (More details about Rhys:


“I’ve been working at Swansea University for twelve years, first as a Welsh-medium teaching fellow, then as a lecturer in Digital Media.  I finished the PG Cert in 2012 when it was a large portfolio of work with cross-references at the front to the UK Professional Standards Framework [1]. In some respects, I feel I started the PG Cert too early, because I found the reflection on practice to be so important and I didn’t have that much teaching experience to reflect upon.  I really enjoyed covering aspects of the theories about learning and learning about varying methods to gain feedback from students.  For example, “minute papers [2]”, where students identify one thing learnt from the session – which I use in paper and electronic form as part of my ‘teaching toolkit’ – the variety of tools I can use to gauge how students are learning and how effective my teaching is.”

What is the most important dimension of practice of the UKPSF for you?

“It’s a jigsaw.  You cannot view them in isolation – they need one another and even if you consider the Areas of Activity by themselves, the Core Knowledge and Professional Values- the Ks and Vs – are implicit. It’s likely you won’t be an effective teacher if you view them in isolation.  For me now, it’s difficult to separate these dimensions.”

So, given your subject (lecturer in digital media), how much important is K4 – the use and value of appropriate technology – to you?

“The key word there is appropriate. You have to critically examine why you are using the technology. Ironically in the PG Cert I used a paper version, rather than an electronic version, of the “minute paper” approach to evaluate the effectiveness of my teaching intervention (K5) and when asked why, well I explained that it was the technology most appropriate to the circumstances. That’s the value of K4: it comes down to knowing what is possible and when and how to use it.  This morning I used Kahoot, sometimes I use PollEverywhere[3], but on other occasions I use Google Forms to collect information about student needs as part of their dissertation preparation for example.  Certain digital technologies can establish the student’s baseline level of knowledge, check surface level understanding.  It’s about knowing what you want to do first, then asking yourself, is a digital approach appropriate? It can be as unhelpful to rush into using digital technologies as it can be not to use them at all. You need to have an awareness of when and why to use them.”

What’s been the impact on your practice of your assessing role?

It’s been pleasing to see, ….that there is some universality in teaching regardless of the discipline

“It’s been pleasing to see, through reading or talking with applicants, that there is some universality in teaching regardless of the discipline.  For example, being a bit worried about teaching large classes!  It doesn’t matter if it’s management, science or engineering, the teacher can feel the same!

I’ve also been able to take some tips from other applications and apply that in my own practice.”

How else have you maintained ‘good standing’ as an HEA Fellow

“I’ve not been able to go to many formal CPD sessions through SALT/staff development.  But for us, having colleagues nearby on one corridor – this is vitally important to enable corridor conversations to take place.  I can go and discuss how a session has gone and share tips on different approaches.  This enables us to impact one another’s practice.

I do consider Twitter to be part of my CPD: I follow some key people who are teaching interesting courses, teaching in my discipline or cognate subject area and I also follow some HEA Principal Fellows – they often have interesting stuff to share.  I follow some hashtags also such as #AcademicTwitter which can be very useful as long as you’re prepared to filter through tweets.  I also occasionally lurk around #LTHEChat [4]

Words of Encouragement for Future applicants?

“It’s worth applying, because it will help you reflect on your teaching practice. We really don’t do that enough because of time pressures, but developing your application will give you a more holistic view of your role and will help you to be better in the classroom.

Don’t be scared of the teaching theories either – there are nuggets of wisdom. I’m very keen on evidence-based pedagogical interventions. I particularly welcome the work of Professor Phil Newton – he busts many myths [5]. And don’t think that new is always good – for instance there’s a lot of encouragement to go to a flipped classroom approach, but there is evidence that a well-planned and presented lecture can be just as effective in supporting student learning.”

Top Tips for someone putting a claim for HEA Fellowship together?

Think of it as an investment for your future, for developing your personal journey through reflection on your practice

“Read the material on teaching approaches and teaching in your discipline but be critical of it. Is it underpinned by literature (V3) and does it consider how students learn (K3)? Also, try and apply that material in your work. For example, if it’s known that students learn better in short periods of teaching activity, then design your teaching sessions accordingly.

Also be open to be critical of your own teaching. A major reason for referring applications is that the person hasn’t demonstrated that their approach is effective, mainly because they haven’t reflected on their practice. Of course there is a great complexity of factors to take into account with different student cohorts, but you can acknowledge these caveats and recognise that perhaps there is scope for a change.

You may think you don’t have enough time to put in a ‘good’ application, but think of it as an investment for your future, for developing your personal journey through reflection on your practice.”

And where are you heading?

“Well. I’ve been programme director for the MA in Digital Media since 2013. That enables me to have a much broader perspective of our provision – to consider: what are incoming students looking for? How does our curriculum align with industry and subject benchmarks? I’ve also just finished six years as departmental assessment officer and been able, I hope, to influence the practices of my colleagues about QA of assessment. At some point, I’ll be considering an application for Senior Fellowship.”


[1]The UKPSF was updated in 2011.  Rhys’ work was referenced to the version of the framework that applied prior to then.

[2] There is a range of summaries about the use and value of minute papers. An early article is that of Stead D. (2005) “ A review of the one-minute paper”, in Active Learning In Higher Education Vol 6(2), 118-131. (

[3] There is a range of options to engage students and to check their understanding.  See SALT’s website for a comparison of these:

[4] LTHEChat is a weekly Twitter chat hosted on Wednesday evenings 8- 9 p.m. during term-time on a variety of topics:

[5] Phil Newton’s staff profile:


For help interpreting the UKPSF Dimensions of Practice, see these resources available on the HEA’s website:

Also, see SALT’s website for information about Senior Fellow criteria:

Remaining in Good Standing is expected as part of the Code of Practice for HEA Fellows – see SALT website:

Since this interview in February 2020, many things have changed in how we teach/support learning in HE! Notably, in the use of appropriate learning technologies and also that the design and implementation of effective learning activities remain vitally important, whether face to face, or delivered online or asynchronously.



[Yn y cyfnod anodd hwn o ymaddasu i ddysgu ac addysgu ar-lein, efallai na fydd ennill clod ar gyfer eich addysgu fel Cymrawd yr Academi Addysg Uwch ar ben eich rhestr o bethau y mae’n rhaid ichi eu gwneud. Serch hynny mae’r broses ymgeisio yn werthfawr iawn, yn eich galluogi i adlewyrchu ar eich arfer addysgu, dathlu’r ymagweddau sydd wedi gweithio’n dda ac ystyried ffyrdd o gefnogi dysgu mwy effeithiol gan fyfyrwyr. Fel rhan o ddathliad 500 o Gymrodorion gan SALT, darllenwch am y ffordd roedd o fudd i un o’n Cymrodorion ac aseswyr presennol, ynghyd â’i awgrymiadau ar gyfer ymgeisio.

Dr Rhys Jones, Uwch Ddarlithydd a Chyfarwyddwr Rhaglen MA Cyfryngau Digidol yng Ngholeg y Celfyddydau a’r Dyniaethau sy’n rhannu ei brofiad o roi Fframwaith Safonau Proffesiynol y DU ar waith yn ei ymarfer addysgu. Mae e hefyd yn cynnig awgrymiadau o’i rôl fel mentor ac asesydd ar gyfer y rhai sy’n gwneud cais am Gymrodoriaeth yr AAU trwy Lwybr Cais Abertawe ar gyfer staff profiadol. Enillodd Rhys gydnabyddiaeth Cymrodoriaeth yr AAU trwy gwblhau Tystysgrif Uwchraddedig Addysgu mewn Addysg Uwch (TUAAU/PGCtHE) yn 2012 trwy gyfrwng y Gymraeg. Mae wedi bod yn asesu portffolios PGCtHE ers 2015, ac wedi cefnogi Llwybr Cais Abertawe ers 2017. (Mwy o fanylion am Rhys: )


“Rydw i wedi bod yn gweithio ym Mhrifysgol Abertawe ers 12 mlynedd, yn gyntaf fel cymrawd dysgu cyfrwng Cymraeg, yna fel darlithydd yn y Cyfryngau Digidol. Gorffennais y Dystysgrif Addysgu yn 2012 pan oedd yn bortffolio mawr o waith gyda chroesgyfeiriadau yn y tu blaen i Fframwaith Safonau Proffesiynol y DU.[1] Mewn rhai ffyrdd, efallai i fi gychwyn  ar y Dystysgrif yn rhy gynnar, am i fi weld bod y myfyrio ar ymarfer mor bwysig a doedd gyda fi ddim gymaint o brofiad addysgu i fyfyrio arno. Fe wnes i fwynhau ymdrin ag agweddau ar y damcaniaethau am ddysgu a dysgu am amrywiol ddulliau i gael adborth gan fyfyrwyr. Er enghraifft, “papurau munud”[2], lle mae myfyrwyr yn nodi un peth a ddysgwyd o’r sesiwn – rwy’n defnyddio’r rhain ar bapur ac yn electronig fel rhan o’m ‘hoffer addysgu’ – yr amrywiaeth o bethau y galla i ddefnyddio i fesur sut mae myfyrwyr yn dysgu a pha mor effeithiol yw fy addysgu. ”

Beth yw dimensiwn pwysicaf Fframwaith Safonau Proffesiynol y DU i chi?

“Mae’n jig-so. Does dim posib i chi eu gweld ar eu pennau eu hunain – hyd yn oed os ydych chi’n ystyried y Meysydd Gweithgaredd ynddynt eu hunain, mae’r Wybodaeth Graidd a’r Gwerthoedd Proffesiynol ymhlyg yn hynny. Mae’n debyg na fyddwch chi’n addysgu’n effeithiol os ydych chi’n eu gweld ar wahân. I mi nawr, mae’n anodd gwahanu pob dimensiwn. ”

Felly, o ystyried eich pwnc (darlithydd yn y cyfryngau digidol), pa mor bwysig yw K4 – defnydd a gwerth technoleg briodol – i chi?

Allweddol yw’r gair allweddol fan’na! Mae’n rhaid i chi archwilio’n feirniadol pam ydych chi’n defnyddio’r dechnoleg. Yn eironig, yn y Dystysgrif Addysgu defnyddiais fersiwn bapur, yn hytrach na fersiwn electronig, o’r dull “papur munud” i werthuso pa mor effeithiol oedd fy ymyrraeth addysgu (K5) a phan ofynnwyd i mi pam, wel esboniais ei fod yn briodol ar y pryd. Dyna yw gwir werth K4: mae’n fater o wybod beth sy’n bosibl a phryd a sut i’w ddefnyddio. Bore ‘ma, roeddwn i’n defnyddio Kahoot, weithiau dwi’n defnyddio PollEverywhere[3], ond ar adegau eraill rwy’n defnyddio Google Forms i gasglu gwybodaeth am anghenion myfyrwyr fel rhan o’r paratoi ar gyfer eu traethawd hir er enghraifft. Gall y technolegau adael i chi wybod lefel sylfaenol gwybodaeth y myfyriwr, gwirio dealltwriaeth lefel wyneb. Mae’n fater o wybod beth rydych chi am ei wneud, yna gofyn i chi’ch hun, a yw’r dull digidol yn briodol? Gall fod yr un mor niweidiol rhuthro i mewn i ddefnyddio technolegau digidol ag y gall fod i beidio â’u defnyddio o gwbl. Mae angen i chi fod ag ymwybyddiaeth o bryd a pham i’w defnyddio.


Beth yw effaith eich rôl asesu ar eich ymarfer?

Mae wedi bod yn braf gweld, bod rhywfaint o gyffredinoldeb mewn addysgu gwaeth beth yw’r ddisgyblaeth

“Mae wedi bod yn braf gweld, trwy ddarllen neu siarad ag ymgeiswyr, bod rhywfaint o gyffredinoldeb mewn addysgu gwaeth beth yw’r ddisgyblaeth. Er enghraifft, bod nifer yn poeni am ddysgu dosbarthiadau mawr! Does dim ots ai rheolaeth, gwyddoniaeth neu beirianneg yw’r pwnc, gall yr addysgwr deimlo’r un peth!

Rwyf hefyd wedi gallu cymryd rhai awgrymiadau o geisiadau eraill a rhoi hynny ar waith yn fy ymarfer fy hun. ”

Sut arall ydych chi wedi cynnal ‘arfer da’ fel Cymrawd AAU?

“Dydw i ddim wedi gallu mynd i lawer o sesiynau DPP ffurfiol trwy SALT / datblygu staff. Ond i fi, mae cael cydweithwyr gerllaw ar un coridor wedi bod yn hanfodol bwysig er mwyn galluogi ‘sgyrsiau coridor’ i ddigwydd. Gallaf fynd i drafod sut mae sesiwn wedi mynd a rhannu awgrymiadau ar wahanol ddulliau. Mae hyn yn ein galluogi i effeithio ar arfer ein gilydd.

Rydw i yn ystyried Twitter yn rhan o fy DPP: rwy’n dilyn rhai pobl allweddol sy’n dysgu cyrsiau diddorol, efallai’n dysgu o fewn fy nisgyblaeth neu faes pwnc cysylltiedig ac rwyf hefyd yn dilyn rhai o Brif Gymrodyr yr AAU – yn aml mae ganddyn nhw bethau diddorol i’w rhannu. Rwy’n dilyn rhai hashnodau hefyd fel #AcademicTwitter, a all fod yn ddefnyddiol iawn cyn belled â’ch bod chi’n barod i hidlo trwy negeseuon trydar. Rwyf hefyd yn llechu o gwmpas #LTHEChat[] o bryd i’w gilydd [4]

Geiriau i annog ymgeiswyr y dyfodol?

“Mae’n werth gwneud cais, oherwydd bydd yn eich helpu chi i fyfyrio ar eich ymarfer addysgu. Dydyn ni ddim yn gwneud hynny ddigon oherwydd pwysau amser, ond bydd datblygu’ch cais yn rhoi golwg fwy cyflawn i chi o’ch rôl, a bydd yn eich helpu i fod yn well yn yr ystafell ddosbarth..

Peidiwch â bod ofn y damcaniaethau addysgu chwaith – mae yna ddarnau o ddoethineb. Rwy’n frwd iawn dros ymyriadau addysg sydd â thystiolaeth tu ôl iddyn nhw. Rwy’n croesawu gwaith yr Athro Phil Newton yn arbennig – mae’n chwalu llawer o fythau [5]. A pheidiwch â meddwl bod newydd bob amser yn dda – er enghraifft mae yna lawer o anogaeth i fynd i ddull ystafell ddosbarth wedi’i fflipio, ond mae tystiolaeth y gall darlith wedi’i chynllunio a’i chyflwyno’n dda fod yr un mor effeithiol wrth gefnogi dysgu myfyrwyr. ”

Syniadau Da i rywun sy’n paratoi cais am Gymrodoriaeth AAU?

…meddyliwch amdano fel buddsoddiad ar gyfer eich dyfodol, ar gyfer datblygu eich taith bersonol trwy fyfyrio ar eich ymarfer

“Darllenwch y deunydd ar ddulliau addysgu ac addysgu yn eich disgyblaeth ond byddwch yn feirniadol ohono. A yw llenyddiaeth (V3) yn sail iddo ac a yw’n ystyried sut mae myfyrwyr yn dysgu (K3)? Hefyd, ceisiwch roi’r deunydd hwnnw ar waith. Er enghraifft, os yw’n hysbys bod myfyrwyr yn dysgu’n well mewn cyfnodau byr o weithgaredd addysgu, yna dyluniwch eich sesiynau addysgu yn unol â hynny.

Hefyd, byddwch yn agored i fod yn feirniadol o’ch addysgu eich hun. Un o’r prif resymau dros beidio cymeradwyo ceisiadau’n syth yw nad yw’r unigolyn wedi dangos bod eu dulliau’n effeithiol, yn bennaf oherwydd nad ydyn nhw wedi myfyrio ar eu hymarfer. Wrth gwrs mae ffactorau cymhleth i’w hystyried gyda charfannau myfyrwyr gwahanol, ond gallwch chi gydnabod y cyfyngiadau hyn a sylwi efallai bod lle i newid.

Efallai eich bod yn meddwl nad oes gennych ddigon o amser i gyflwyno cais ‘da’, ond meddyliwch amdano fel buddsoddiad ar gyfer eich dyfodol, ar gyfer datblygu eich taith bersonol trwy fyfyrio ar eich ymarfer.”

Ac i ble ydych chi’n mynd?

““Wel. Rydw i wedi bod yn gyfarwyddwr rhaglen ar gyfer yr MA yn y Cyfryngau Digidol ers 2013. Mae hynny’n fy ngalluogi i gael persbectif llawer ehangach o’n darpariaeth – i ystyried: beth mae myfyrwyr sy’n dod i mewn yn chwilio amdano? Sut mae ein cwricwlwm yn cyd-fynd â meincnodau diwydiant a phwnc? Rwyf hefyd newydd orffen chwe blynedd fel swyddog asesu adrannol ac wedi gallu, gobeithio, dylanwadu ar arferion fy nghydweithwyr o ran safonau ansawdd asesu. Ar ryw adeg, byddaf yn ystyried gwneud cais am Uwch Gymrodoriaeth.””


[1] Cafodd yr UKPSF ei ddiweddaru yn 2011. Mapiwyd gwaith Rhys i fersiwn y fframwaith a oedd yn bodoli cyn hynny.

[2] Mae yna amryw o grynodebau am werth a defnydd papurau munud. Erthygl gynnar yw un Stead D. (2005) “A review of the one-minute paper”, yn Active Learning In Higher Education Cyfrol 6(2), 118-131. (

[3] Mae yna ystod o ffyrdd i ennyn diddordeb myfyrwyr ac i wirio eu dealltwriaeth. Gweler gwefan SALT am gymhariaeth o’r rhain:

[4] Sgwrs Twitter wythnosol yw LTHEChat a gynhelir ar nos Fercher yn ystod y tymor rhwng 8- 9 p.m, ar amrywiaeth o bynciau:

[5] Proffil staff Phil Newton:


Am help i ddehongli Dimensiynau Ymarfer UKPSF, gweler yr adnoddau hyn ar wefan yr AAU:

Hefyd, gweler gwefan SALT i gael gwybodaeth am feini prawf Uwch Gymrawd:

Disgwylir i Gymrodyr yr AAU aros mewn Arfer Da fel rhan o’r Cod Ymarfer – gweler gwefan SALT:

Ers y cyfweliad hwn ym mis Chwefror 2020, mae llawer o bethau wedi newid o ran sut rydym yn addysgu/cefnogi dysgu mewn addysg uwch! Yn arbennig, wrth ddefnyddio technolegau dysgu priodol a hefyd bod dylunio a gweithredu gweithgareddau dysgu effeithiol yn parhau i fod yn hanfodol bwysig, p’un ai wyneb yn wyneb, neu ar-lein neu ar adegau gwahanol.

Celebrating 500 Fellows at Swansea University – Listen to his story | Dathlu 500 Cymrawd ym Mhrifysgol Abertawe – gwrandewch ar ei stori ef


Steve Morris from the College of Arts and Humanities gained his HEA Fellow recognition in October 2018. Speaking with Louise Rees in the SALT Recognition Team, he shares his story of gaining Fellowship, tips for making an application and the support he had.

Click the SoundCloud link to listen – no account needed (approx 16 minutes): Steve Morris – Why I applied for Fellowship recognition

Transcript of interview: 500 Fellows Celebration Steve Morris transcript