PEERS Experiential Route

PEERS Experiential Route

Application for Associate Fellowship of the
Higher Education Academy

(AFHEA)

Name:
Job Title:
Department:
Email:
Telephone:
Teaching/supporting learning context:
(In no more than 50 words please outline how long you have been teaching/supporting learning, how long you have been working at the University and what you teach.)

Guidance Notes

This form has three Parts – A, B and C. You are strongly advised to refer to the guidance provided in the section ‘Applying for Associate Fellowship’ in thePEERS Experiential Route Handbook when you write your application.

Part A - Your Associate Fellowship Claim:

Applicants need to demonstrate engagement with two of the Areas of Activity. You should choose areas that are relevant to your work (700 words for each Area).

You should demonstrate Core Knowledge (at least K1 and K2) relevant to the two Areas of Activity that you have selected and evidence an awareness and commitment to the Professional Values.

It is recommended that you highlight the dimensions addressed throughout your claim by making references where applicable i.e. V2, K1 etc.

Your claim for Associate Fellowship should not exceed 1,400 words (excluding references).

Part B – Your CPD Action Plan:

To demonstrate your intention to remain in ‘good standing’ if your Associate Fellowship is recognised, you need to outline your planned and/or anticipated continuing professional development activities in learning and teaching for the next two years. The Plan is not included in the word count.

Part C – The details of your Referees

Applicants should name their referees and provide contact details. In this part of the application you will also be advised how to submit your claim.

Part A

Applicants should complete TWO Areas of Activity ONLY

A1. Evidencing Area of Activity 1: Design and plan learning activities and/or programmes of study

This Area of Activity refers to all your professional educational activities where you are preparing for engagement with learners. The design of your learning activities should reflect a developing knowledge and understanding of the Core Knowledge and Professional Values Dimensions.

Evidence for Area of Activity 1 (start typing here)

A2. Evidencing Area of Activity 2: Teach and/or support learning

This Area of Activity is about your direct engagement with learners whether in groups or individually. These encounters may be in a wide range of environments, such as teaching rooms, seminar rooms, lecture theatres, labs, learning support centres, offices, professional settings, etc. Your evidence here will include teaching activities such as lecturing, tutorials and seminar work, studio, clinical, laboratory, supervision, workplace-based teaching, distance learning and the use of virtual learning environments.

In demonstrating the activities of teaching and supporting learning, ensure your evidence demonstrates an increasing awareness of different approaches to and methods of teaching and supporting learning, as well as a growing ability to choose the most appropriate approach for the achievement of learning aims.

Evidence for Area of Activity 2 (start typing here)

A3. Evidencing Area of Activity 3: Assess and give feedback to learners

Your evidence should emphasise your direct knowledge and use of effective assessment and feedback/feed-forward approaches. Assessment and feedback is routinely used to measure and support learning and you should demonstrate an understanding of appropriate assessment and feedback techniques within an HE context and how they are applied. The assessment and feedback mechanisms you adopt may occur in a variety of ways and be summative and/or formative. For example, you might carry out assessments such as questionnaires, surveys, interviews, observations, testing, projects (a culminating project that synthesises knowledge) and examinations. The assessment may be group based or individual, physical or online.

Ensure your evidence demonstrates an increasing awareness of different methods of, and approaches to, assessment and feedback, as well as a growing ability to choose the most appropriate approach for the achievement of your learning aims.

Evidence for Area of Activity 3 (start typing here)

A4.Evidencing Area of Activity 4: Develop effective learning environments and approaches to student support and guidance

This Area of Activity is about how you make effective use of both the formal and informal learning environment to facilitate learning and how you meet the needs of your learners in terms of educational support and guidance. It includes how you:

utilise and manage a range of physical or virtual learning environments so that they are appropriate to your learners’ needs;
work with learners and service providers to ensure that your learners can access and use a broad range of learning opportunities. Learner support might include such activities as personal and academic tutoring, one-to-one advice, counselling, developing practice to meet the learning implications of widening access and supporting learners with disabilities.

Evidence for Area of Activity 4 (start typing here)

A5.Evidencing Area of Activity 5: Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices

The UKPSF provides a powerful means of articulating the varied aspects of your role and the potential for development in a range of areas in respect of teaching and/or supporting learning. This Area of Activity is about how you maintain and develop your capability to perform your teaching and learning support roles. It includes:

how you incorporate subject and pedagogic research and/or scholarship within your professional practice as a teacher/supporter of learning;
how you gather and utilise information from your own activities.

Evidence for Area of Activity 5 (start typing here)
Reference List (start typing here)

Part B

CPD Action Plan

Please outline your planned professional development activities to develop your learning and teaching practice for the next two years. There are usually five stages in a professional development cycle. Applicants need to evidence planning by completing stages 1-3.

CONTINUED PROFESSIONAL DEVELOPMENT PLAN
Stage 1 / Stage 2 / Stage 3 / Stage 4 / Stage 5
Objective/Goal / Individual steps needed to achieve objective / By date / Completed / Reflections on learning and the impact /potential use in practice

Part C

Referees

You must provide two‘Referee Statements’ from experienced colleagues or senior staff - one of whom must work directly with you and be able to comment, from first-hand experience, on your work. Both referees must be familiar with the requirements of the UKPSF and be able to comment on the effectiveness and quality of your teaching/and or learning support practices, appropriate to the requirements for Descriptor 1. Guidance for referees is supplied in Section C of the PEERS Experiential Route Handbook.

Please complete the following table:

First Referee / Second Referee
Name of Referee:
Job Title:
Department:
Email:
Telephone number:

Submitting your application

Please save this application using the following format: theinitial of your first name, your family name in full, followed by AFHEA. For example: ‘J Smith AFHEA’.

Please save your references using the initial of your first name, your family name in full followed by ‘Ref’, and then 1 or 2 as appropriate. For example:

for the first reference, ‘J Smith Ref 1’
for the second reference, ‘J Smith Ref 2’

Self-enrol on the Blackboard site using the link on the LLI webpage to the

‘PEERS Submission’site.

Follow the instructions for submitting your application and your two references.

Your application will be reviewed by a University Accreditation Panel and you will receive notification of the assessors’ decision by email. Please see the PEERS Experiential Route Handbook for more details.