The HEA advantage: The HEA advantage: professional recognition in professional recognition in

learning and teachinglearning and teachingJo Webb, Head of Academic Services and National Teaching Jo Webb, Head of Academic Services and National Teaching

Fellow, Department of Library Services, Fellow, Department of Library Services, jwebb@dmu.ac.uk

The Higher Education Academy

• Founded in 2004 – merger of

• Institute for Learning and Teaching in Higher Education (ILTHE)

• Learning and Teaching Support Network• TQEF National Co-ordination Team

• ILTHE founded in 2000 post Dearing report

HEA mission• We support the sector in providing the best possible learning experience for all

students.• We do this by working with individual academics to give them access to professional

recognition, advice and support, as well as networking and development opportunities to enhance their teaching. Our network of 24 discipline-based subject centres provides a range of services to subject departments including resources, events and workshops and we also liaise directly with UK institutions, providing national leadership in developing and disseminating evidence-informed practice about enhancing the student learning experience.

• We work across the four nations of the UK, recognising the distinctive policy contexts and priorities in England and each of the devolved administrations in Scotland, Wales and Northern Ireland, but also providing opportunities to share expertise among them.

• We are an independent organisation funded by grants from the four UK higher education funding bodies, subscriptions from higher education institutions, and grant and contract income for specific initiatives.

From: http://www.heacademy.ac.uk/aboutus

Professional recognition

• Associate, Fellow or Senior Fellow of the Academy– Associate and Fellow– 2 membership routes

• Completion of a recognized qualification• Application based on experience

– See http://www.heacademy.ac.uk/ourwork/supportingindividuals/professionalrecognition

• National Teaching Fellowship Scheme (in England and NI)

Accessibility to LIS professionals - policy shift?

• Associate• ‘This is likely to be appropriate if you:

– support students in practice based settings (eg. clinical or social work), or in work based learning, or

– provide significant support to student learning eg. learning technologists and learning support staff, or

– are in the very early stages of teaching eg. graduate teaching assistants’

• Fellow• ‘This is appropriate if you have an academic role with

a substantial teaching commitment in higher education.’

Criteria for Associate and Fellow1. Design and planning of learning activities and/or

programmes of study

2. Teaching and/or supporting student learning3. Assessment and giving feedback to learners4. Developing effective environments and student support

and guidance5. Integration of scholarship, research and professional

activities with teaching and supporting learning6. Evaluation of practice and continuing professional

development

Associates need to demonstrate meeting1 of 1-4, plus 5. Fellows all 6.

Professional standardsCore knowledge

• The subject material• Appropriate methods for teaching

and learning in the subject area and at the level of the academic programme

• How students learn, both generally and in the subject

• The use of appropriate learning technologies

• Methods for evaluating the effectiveness of teaching

• The implications for quality assurance and enhancement for professional practice

Professional values• Respect for individual learners• Commitment to incorporating the

process and outcomes of relevant research, scholarship and/or professional practice

• Commitment to the development of learning communities

• Commitment to encouraging participation in higher education, acknowledging diversity and promoting equality of opportunity

• Commitment to continuing professional development and evaluation

CILIP or HEA?

• Personally– MCLIP FHEA NTF FCLIP– Value?

• Organizational contexts for library services– Stakeholders in L&T– But perception of HEA and teaching roles?

• Dual identity?– Discipline– Pedagogy

Excellence in teaching students’ voices

StudentPedagogy

J Clarke and M Watson (2009) Do student expectations of excellent teaching coincide with teachers’ understanding of delivery of excellence in teaching? Paper presented at SRHE annual conference 8-10 December

Subject

Excellence in teachinglecturers’ voices

Learner

Student

Teacher

Facilitative

Socratic Didactic

Discipline

Subject Profession

Citizen

Professional Autonomous learner

Emotional, rational and creative engagement

Emotional, rational and creative engagement

Emotional, rational and creative engagement

J Clarke and M Watson (2009) Do student expectations of excellent teaching coincide with teachers’ understanding of delivery of excellence in teaching? Paper presented at SRHE annual conference 8-10 December

Conclusion

• Professional recognition of role in learning and teaching must be based on:– Knowledge and application of pedagogy– Discipline knowledge– Professional ethics and values as a practitioner

• Professional recognition via HEA is valuable and provides a development framework but is not a replacement for professional engagement in LIS