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.

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

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!

For me, the key to Principal Fellowship is educational leadership firmly embedded in the context of my profession and underpinned by subject experience.

About you

I’m Angharad Davies, a clinical associate professor and honorary consultant medical microbiologist at the medical school. I have been teaching in various healthcare-related settings for over twenty years, first during my time in specialist clinical training and as an MRC Clinical Research Training Fellow, and then here in Swansea. In particular I am interested in teaching on antimicrobial use and resistance, which has become a major threat to healthcare systems globally. In addition to my teaching roles for medical students and others in the medical school I also teach a wide range of healthcare professionals from across Wales and have a UK national role as the Royal College of Pathologists’ joint lead for Undergraduate and Foundation Education. I am Health and Care Research Wales’ Specialty Lead for Infection and a member of Council of the Academy of Medical Educators.

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

In clinical practice, historically teaching has tended to be taken for granted as something that everyone ‘just does’ as part of their wider clinical role, and has not always been valued as a specific skill. This is changing gradually, for example with the creation of the Academy of Medical Educators. After I had been in my Royal College role for a while, and been asked to undertake a number of other external roles, I realised that I no longer ‘just did’ teaching but actually had extensive experience of education within my discipline, at hospital, university and national level. Educational experience should be recognised just as we value clinical experience, to ensure students receive teaching which is informed by best practice both clinically and educationally. My decision to apply for Principal Fellowship was a reflection of this.

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What did you “glean” from the process of preparing an application with reference to the UK PSF?

I found the application process very constructive. Having to consider evidence for each of the UK PSF descriptors for Principal Fellowship really made me think about my educational practice holistically. It helped me to see clearly how it fits into the context of my academic and clinical practice as a whole, in a way I hadn’t really considered before. All the activities I am involved with – such as clinical practice, clinical research, my involvement in a range of equalities work – support and contribute to my educational role and are interlinked, not disparate unrelated activities. My Principal Fellowship application drew all these threads together.

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How it has impacted the way in which you think about educating learners in the Higher Education environment?

For me it has crystallised the value and impact of practice-driven teaching.

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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?

They are all important, but for me ultimately it has to be core knowledge. This is what defines one’s discipline; without it, one would not have much of value to share with students and it is enthusiasm for the subject material that makes a successful educator. The other elements are developed around that.

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What were good parts of the application process? What things were more challenging?

The process was challenging, but in a positive way. At first I thought I would struggle to write 7000 words but by the end of the process I had to cut ruthlessly! As described above, it helped me to see my academic practice as whole and put all its elements into an overall context. The SALT team provides excellent support to those applying for Fellowship at all levels.

In particular I am grateful to Prof Jane Thomas who helped me understand the requirements and gave me the confidence to proceed.

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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 was only awarded Principal Fellowship recently but since then have run a week-long CPD course for healthcare staff. I had attended a British Society for Antimicrobial Chemotherapy study day just the week before which outlined new state-of-the-art therapeutic developments. I was able to incorporate that information into my own teaching material so that it was completely up-to-the-minute. This field is changing very rapidly so my own CPD is really crucial.

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For someone not sure about applying, what words of encouragement could you offer?

If you are active in teaching in HE, Fellowship at the appropriate level is not only good to have in your portfolio but is a very useful process in itself for analysing what you are doing and why. The requirement for reflective writing encourages you to think about aspects of your practice which you may be unconscious of or take for granted – it certainly really impacted on my outlook. The SALT team members are extremely helpful and approachable and you will be well supported.

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What top tips would you offer to someone preparing a Fellowship application – any category?

Set yourself a firm deadline – it’s easy for more ‘urgent’ work constantly to take priority. Taking advantage of the SALT writing retreats can help with this.

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What’s the key criterion for you about being a Principal Fellow?

For me, the key to Principal Fellowship is educational leadership firmly embedded in the context of my profession and underpinned by subject experience.[:cy]

I mi, y peth allweddol i Brif Gymrodoriaeth yw arweinyddiaeth addysgol wedi mewnblannu’n gadarn i mewn i gynnwys fy mhroffesiwn ac wedi tanategu gan brofiad y pwnc.

Amdanoch chi

Angharad Davies ydw i – rydw i’n Athro cysylltiedig clinigol ac yn ficrobiolegydd meddygol ymgynghorol anrhydeddus yn yr ysgol feddygaeth. Rydw i wedi bod yn dysgu mewn amrywiaeth o osodiadau gofal iechyd am dros ugain mlynedd, yn gyntaf yn ystod fy amser yn ymarfer fel arbenigwr clinigol ac fel Cymrawd Ymarfer Ymchwil Clinigol yr MRC (MRC Clinical Research Training Fellow) ac yna yma yn Abertawe. Mae gen i ddiddordeb penodol ar ddysgu am ddefnydd wrthmicrobaidd a gwrthsafiad, sydd wedi dod yn fygythiad enfawr i systemau gofal iechyd ledled y byd. Yn ychwanegol i fy rolau dysgu i fyfyrwyr meddygol ac i eraill yn yr ysgol feddygol, rydw i hefyd yn dysgu amrywiaeth eang o weithwyr proffesiynol gofal iechyd ar draws Cymru ac mae gen i rôl genedlaethol y DU fel cyd-arweinydd Addysg Israddedig a Sylfaenol y ‘Royal College of Pathologists’. Rydw i’n Arweinydd Arbenigol Heintiau ar gyfer Ymchwil Iechyd a Gofal Cymru ac yn aelod o Gyngor yr ‘Academy of Medical Educators’.

 

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Pam oedd cael cydnabyddiaeth Cymrodoriaeth yn bwysig i chi? Pam gwneud cais?

Yn ymarfer clinigol, yn hanesyddol mae dysgu wedi tueddu cymryd yn ganiatadol fel rhywbeth mae pawb ‘ond yn gwneud’ fel rhan o’u rôl clinigol ehangach, nid yw wastad wedi cael y gwerth o sgil penodol. Mae hyn yn newid yn araf, er enghraifft gyda’r creadigaeth o’r “Academy of Medical Educators”. Ar ôl i mi fod yn fy rôl yn y “Royal College” am gyfnod, a gofynnwyd imi ymgymryd â  nifer o rolau allanol eraill, sylweddolais nad oeddwn bellach ‘ond yn’ dysgu, roedd gen i profiad helaeth o addysg o fewn fy nisgyblaeth, yn yr ysbyty, prifysgol ac ar lefel cenedlaethol. Dylid profiad addysgol cael ei gydnabod yr un fath â phrofiad clinigol, i sicrhau bod myfyrwyr yn derbyn dysgeidiaeth sydd wedi seilio ar ymarfer gorau yn clinigol ac yn addysgol. Roedd fy mhenderfyniad i geisio am Brif Gymrodoriaeth yn adlewyrchiad o hyn.

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Beth gwnaethoch chi ei “gasglu” o’r broses o baratoi cais i Fframwaith Safonau Proffesiynol y DU?

Fe wnes i ffeindio’r broses cais yn adeiladol iawn. Wrth orfod ystyried tystiolaeth i bob un o ddisgfrifwyr yr UK PSF ar gyfer Brif Gymrawd, fe wnaeth i mi feddwl am fy ymarfer addysgol yn gyfannol. Fe wnaeth helpu i mi weld yn glir sut mae’n ffitio i mewn i gynnwys fy ymarfer academaidd a chlinigol yn gyfan mewn ffordd nad ydw wedi ystyried o’r blaen. Mae’r holl weithgareddau rydw i ynghlwm â – megis ymarfer clinigol, ymchwil clinigol, fy ymglymiad mewn amrywiaeth o waith cydraddoldeb – yn cefnogi a chyfrannu i fy rôl addysgol ac maent yn gydgysylltiol, nad ydynt yn weithgareddau gwahanol. Fe wnaeth fy nghais Brif Gymrawd tynnu’r rhain i gyd at ei gilydd.

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Sut mae hyn wedi cael effaith ar y ffordd rydych yn ystyried addysgu dysgwyr yn yr amgylchedd Addysg Uwch?

I mi, mae wedi atgyfnerthu gwerth ag effaith o ddysgu gyrrir gan ymarfer.

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Beth yw’r elfen bwysicaf o Fframwaith Safonau Proffesiynol y DU yn eich barn chi?

Maent i gyd yn bwysig, ond i mi mae’n rhaid taw Gwybodaeth Graidd yw’r ateb. Dyma beth sy’n diffinio disgyblaeth rhywun; hebddo, ni fyddai lawer o werth i rhannu gyda’r myfyrwyr. Y brwdfrydedd ar gyfer y pwnc sy’n gwneud addysgwr llwyddiannus. Mae’r elfennau eraill yn cael ei ddatblygu o amgylch hynny.

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Beth oedd rhannau da’r broses ymgeisio? Pa bethau oedd yn fwy heriol?

Roedd y broses yn heriol, ond mewn ffordd bositif. Yn gyntaf roeddwn yn meddwl buasem wedi ffeindio hi’n anodd ysgrifennu 7000 o eiriau ond erbyn diwedd y broses, bu rhaid i mi dorri geiriau allan yn ddidostur! Fel dywedir uchod, fe wnaeth helpu mi i weld fy ymarfer academaidd yn gyflawn ac i roi bob elfen i mewn i gynnwys holliach. Mae tîm SALT yn darparu cefnogaeth arbennig ar bob lefel.

Rydw i’n ddiolchgar iawn i’r Athro Jane Thomas a wnaeth helpu i mi ddeall y gofynion a rhoi’r hyder i mi fynd yn ei flaen.

 

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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.

Ond yn ddiweddar enillais Brif Gymrodoriaeth ond ers hynny rydw i wedi cynnal cwrs DPP (CPD), wythnos o hyd ar gyfer staff gofal iechyd. Fe wnes fynychu diwrnod astudio gan “British Society for Antimicrobial Chemotherapy” ond wythnos yn gynt a wnaeth amlinellu datblygiadau therapiwtig diweddaraf. Roeddwn i’n gallu cynnwys y wybodaeth yna i mewn i adnoddau dysgu fy hun, felly roedd yn gyfoes i’r munud. Mae’r maes yma yn newid yn gyflym iawn ac felly mae DPP fy hun yn hanfodol.

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Ar gyfer rhywun sydd ddim yn siŵr am ymgeisio, pa eiriau o anogaeth allwch gynnig?

Os rydych yn dysgu mewn AU, nid yw ond cael Cymrodoriaeth ar y lefel briodol yn dda i gael yn eich portffolio ond mae’n broses ddefnyddiol iawn i ddadansoddi beth rydych yn gwneud a pham. Mae’r gofyniad o ysgrifennu adlewyrchol yn annog i chi feddwl am ardaloedd o’ch dysgu rydych efallai yn anymwybodol o neu yn cymryd yn ganiataol – fe wnaeth wir effeithio ar fy rhagolwg i. Mae tim SALT yn gynorthwyol iawn, hawdd mynd ato a fyddwch â chymorth da iawn.

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Pa argymhellion y byddech yn eu cynnig i rywun sy’n paratoi cais am Gymrodoriaeth – unrhyw gategori?

Rhowch dyddiad cadarn i’ch hun – mae’n hawdd i waith fwy “pwysig” gymryd blaenoriaeth. Cymrwch mantais o enciliadau ysgrifennu SALT sydd yn gallu helpu â hyn.

 

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Beth yw’r criterion allweddol i chi ar gyfer bod yn Brif Gymrawd?

I mi, y peth allweddol i Brif Gymrodoriaeth yw arweinyddiaeth addysgol wedi mewnblannu’n gadarn i mewn i gynnwys fy mhroffesiwn ac wedi tanategu gan brofiad y pwnc.