UKPSF EHU CPD Fellowship Scheme – HEA Senior Fellow (D3)

Application Form

Reference Number: D3 xxx – 2022/23

HEA Senior Fellow D3 (SFHEA)

Before embarking on the process of completing a D3 application, it is essential that you contact the Accreditation Lead to
arrange a meeting to discuss why you feel you exceed the criteria for D2 especially in sustained leadership, impact and
influence on others.

Your application should primarily focus on your practice within the last three - five years. Your application will be processed
at the next available Recognition and Accreditation Panel as advertised on the CLT web pages. Your mentor or a member
of the CLT team can provide further information and advice and you can work with your mentor in order to complete the
form.

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 UKPSF EHU CPD Fellowship Scheme – HEA Senior Fellow (D3)

4. Development Plan
1. Information about 5. Referee
2. Personal Statement 3. Case Studies of Professional
you Information
Studies

This is a standard word document with expandable fields. Please do not change the formatting.

UKPSF EHU CPD Submission Check List

Remember to send the completed references as attachments with your completed application form:

Check List: Please check that you have fully completed your application form
Information required:
Meeting with Accreditation Lead: Email CPDScheme@edgehill.ac.uk
Sections 1 - 4: (Information about you, Personal statement, Case studies, Development plan of professional activities)
Section 5: Referee Information: Referee’s Email & Contact Details
Completed References

Please send this application form & your references as attachments by email to CLT at CPDScheme@edgehill.ac.uk using
your Institutional email address.

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 UKPSF EHU CPD Fellowship Scheme – HEA Senior Fellow (D3)

Descriptor 3 (Senior Fellow) for information:

Please refer to the appropriate descriptor statements when answering Sections 2, 3, & 4. You might indicate these using the
statement number or the words as headings.
Fellow (D2) The key difference between the Fellow and Senior Fellow (D3)
Senior Fellow category;
I. Successful engagement across all five Is that Senior Fellows will have leadership roles I. Successful engagement across all five
Areas of Activity and responsibilities that Fellows do not. This Areas of Activity
II. Appropriate knowledge and understanding
II. Appropriate knowledge and understanding means that Senior Fellows will organise, lead across all aspects of Core Knowledge
across all aspects of Core Knowledge and/or manage specific aspects of teaching and III. A commitment to all the Professional
III. A commitment to all the Professional learning provisions and will be able to Values
Values demonstrate the successful co-ordination, IV. Successful engagement in appropriate
IV. Successful engagement in appropriate support, supervision, management and/or teaching practices related to the Areas of
Activity
teaching practices related to the Areas of mentoring of others (whether individuals or V. Successful incorporation of subject and
Activity teams) in relation to teaching and learning. pedagogic research and/or scholarship
V. Successful incorporation of subject and Crucially, Senior Fellows must be able to within the above activities, as part of an
pedagogic research and/or scholarship evidence that through their leadership integrated approach to academic practice
within the above activities, as part of an roles/responsibilities they have had an impact on VI. Successful engagement in continuing
professional development in relation to
integrated approach to academic practice the teaching and/or supporting learning practice teaching, learning, assessment,
VI. Successful engagement in continuing of others that they work with. Although Fellows scholarship and, as appropriate, related
professional development in relation to may have some leadership roles/responsibilities, academic or professional practices
teaching, learning, assessment and, where for Senior Fellows leadership will be a central VII. Successful co-ordination, support,
appropriate, related professional practices focus of the application. supervision, management and/or
mentoring of others (whether individuals
and/or teams) in relation to teaching and
learning

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 UKPSF EHU CPD Fellowship Scheme – HEA Senior Fellow (D3)
Areas of Activity
A1 - Design and plan learning activities
and/or programmes of study
A2 - Teach and/or support learning
A3 - Assess and give feedback to learners
A4 - Develop effective learning environments
and approaches to student support and
guidance
A5 - Engage in continuing professional
development in subjects/disciplines and their
pedagogy, incorporating research,
scholarship and the evaluation of professional
practices.
Dimensions of Practice
Core Knowledge
K1 - The subject material
K2 - Appropriate methods for teaching,
learning and assessing in the subject area and
at the level of the academic programme
K3 - How students learn, both generally and
within their subject/disciplinary area(s)
K4 - The use and value of appropriate learning
technologies
K5 - Methods of evaluating the effectiveness of
teaching
K6 - The implications of quality assurance and
quality enhancement for academic and
professional practice with a particular focus on
teaching.
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Professional Values
V1 - Respect individual learners and diverse
learning communities
V2 - Promote participation in higher
education and equality of opportunity for
learners
V3 - Use evidence-informed approaches
and the outcomes from research,
scholarship and continuing professional
development
V4 - Acknowledge the wider context in
which higher education operates
recognising the implications for professional
practice.
 UKPSF EHU CPD Fellowship Scheme – HEA Senior Fellow (D3)

Section 1: Information about you

Applicants must fill in the below to ensure that their details are correct.
Title: Given name: Middle names:

Family name:

Known as:

Role: Faculty/Area/Department/Service:

Staff ID number: Length of employment at Edge Hill University:

Full time: Yes or No Part-time: Yes or No

How many years in total have you been teaching or supporting learning in HE?

Professional memberships, qualifications or awards relating to learning and teaching, including date of attainment:

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 UKPSF EHU CPD Fellowship Scheme – HEA Senior Fellow (D3)

Section 2: Personal Statement including Context Statement

Use section 2 to introduce yourself and your approach to teaching and supporting learning and taken together with the three case
studies, should cover all the UKPSF Areas of Activity, showing how you have engaged with all aspects of the Core Knowledge and
Professional Values of the UKPSF. This should be a reflective account of your practice referring also to the appropriate descriptor
clauses.

The key difference between the Fellow and Senior Fellow category is that Senior Fellows will have leadership roles and responsibilities
that Fellows do not. This means that Senior Fellows will organise, lead and/or manage specific aspects of teaching and learning
provisions and will be able to demonstrate the successful co-ordination, support, supervision, management and/or mentoring of others
(whether individuals or teams) in relation to teaching and learning. Crucially, Senior Fellows must be able to evidence that through their
leadership roles/responsibilities they have had an impact on the teaching and/or supporting learning practice of others that they work
with. Although Fellows may have some leadership roles/responsibilities, for Senior Fellows leadership will be a central focus of the
application.

NB: The combined total for section 2 (the Personal Statement) and section 3 (the Case Studies) should be 6800 words including 300 words for your context
statement and up to 500 words for citations.

Personal Statement:

[add word count]

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Section 3: Case Studies

In this section please provide a reflective narrative around your chosen 3 case studies which, taken together with the personal
statement in section 2, should cover all the UKPSF Areas of Activity, showing how you have engaged with all aspects of the Core
Knowledge and Professional Values of the UKPSF. For each case study chosen, you should briefly describe and critically reflect
on what you have done, citing any evidence to support that evaluation. Your scholarship of teaching and learning should be
evident and embedded in this account. Please refer to the clauses of Descriptor 3 when answering (see page 3 of this application
for further information).

NB: The combined total for section 2 (the Personal Statement) and section 3 (the Case Studies) should be 6800 words including 300 words for your
context statement and up to 500 words for citations.

Case Study One:

[add word count]

Case Study Two:

[add word count]

Case Study Three:

[add word count]

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Mapping the Dimensions of Practice

Please use this template to indicate where you have met the dimensions of practice in your application.
Also highlight the page number where you feel the dimensions are met and exemplified particularly well.
Page number (to add for Areas of Activity Core Knowledge Professional Values
Section 3)

A1 / A2 / A3 / A4 /A5 K1 / K2 / K3 / K 4 / K5/ K6 V1 / V2 V3 /V4

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Section 4: Development Plan of Professional Activities (Action plan)

Please provide an action plan of your professional activity appropriate to Descriptor 3 of the UKPSF for award of HEA Senior Fellow. This should
primarily focus on your practice and may include, e.g. internal and external activities, professional development and impact.

Please show which dimensions of the framework your chosen activities correspond to.

AA - Areas of Activity; CK - Core Knowledge; PV - Professional Values

NB: * In terms of the specified objectives, these should be SMART. We expect 3 objectives for a Senior Fellow (D3) application. It is also important that you identify each
professional activity as commensurate with the descriptor clauses for D3 and clearly and concisely explain how and why the actions /activities are or will be important and
impactful in achieving your 3 stated objectives.

Objective* Actions / Activities Target dates Status Areas of Core Professional

Why are they significant? How are e.g. When? e.g. Activity Knowledge Values
they impactful? Ongoing? A1 - A5 K1 - K6 V1 - V4
1. 1.
2.
3.

Objective* Actions / Activities Target dates Status Areas of Core Professional

Why are they significant? How are e.g. When? e.g. Activity Knowledge Values
they impactful? Ongoing? A1 - A5 K1 - K6 V1 - V4
2. 1.
2.
3.

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Objective* Actions / Activities Target dates Status Areas of Core Professional

Why are they significant? How are e.g. When? e.g. Activity Knowledge Values
they impactful? Ongoing? A1 - A5 K1 - K6 V1 - V4
3. 1.
2.
3.

Section 4: Development Areas of Activity Core Knowledge Professional Values

plan of professional
activities

A1 / A2 / A3 / A4 /A5 K1 / K2 / K3 / K 4 / K5/ K6 V1 / V2 V3 /V4

Objective 1

Objective 2

Objective 3

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Section 5: Referee Information

Referees should follow the EHU guidance for referees. For Fellowship categories the function of referees is to provide an informed peer
review of your eligibility for Fellowship using their knowledge of your work and the context in which you teach and/or support learning.
Referees should be experienced staff and be able to comment knowledgeably, and from first-hand experience, on your current role and
any other relevant activities recently undertaken. At least one of the referees should normally be a Fellow of the Higher Education
Academy, or an appropriate experienced member of staff working for a higher education provider. All referees need to be familiar with
the UKPSF. External Examiners of EHU provision should not be used as referees.

Please provide details of your two referees below and ensure that they have a copy of your application. It is your responsibility to
ensure that supporting statements are delivered.

Referee 1
Name:

Job title and Contact details:

Referee 2
Name:

Job title and Contact details:

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Declaration: Please ensure that all sections are completed before submitting the form.

In submitting this application, you declare that the information provided is true and accurate to the best of your knowledge and that
as a holder of HEA recognition, you are committed to maintaining, developing and enhancing your professional knowledge, skills
and competence through continuing professional development.

GDPR Update on PGCTHE and EHU CPD Scheme (UKPSF) data sharing with ADVANCE HE (formerly The Higher Education
Academy)

Following the implementation of GDPR you should be aware that successful recognition at AFHEA (THE7001) D1 and/or FHEA D2 (full
PGCTHE or EHU CPD Scheme (UKPSF), SFHEA D3 and PFHEA D4 (EHU CPD Scheme UKPSF), personal data including your name
and email address will be supplied to Advance HE. This is in order to trigger your fellowship registration and certificate being recorded on
their MyAcademy database:

Advance HE will make use of this data in the course of providing their Accreditation Services to EHU, and potentially in any reviews they
might carry out of our accredited provision.

By submitting your coursework and appendices you are confirming you agree to this data sharing.

Please remember to send this application form & your references as attachments by email to CLT
at CPDScheme@edgehill.ac.uk using your Institutional email address.

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Submission Deadlines

There are two Accreditation Panels in any academic year normally in February and June to recognise HEA D3 Fellowship. Therefore you need
to submit the completed D3 application form by 1st December if you wish to meet the February Panel or 1st April submission deadline if you
wish to meet the June panel.

Once submitted you will receive feedback within 4 weeks of the submission deadline date.

NB: Submissions in December will receive feedback within 4 working weeks i.e. not counting the Christmas & New Year break.

Additional Information for Applicants.

Mentors: You may identify your own mentor although line managers will need to approve this. Mentors will not make recommendation
decisions. It is recommended that you meet at least three times to:

o Develop a dialogue with you about the UKPSF, support you to identify evidence and work with you to devise an action plan/timeline
o Review your evidence and offer guidance on how to further develop this to reflect the UKPSF and to help you identify knowledge
gaps
o Discuss and read extracts from your evidence and advise on your readiness to submit
o Discuss your action plan for future development using the UKPSF as a guide and your record of mentor meetings.

Individuals working towards or attaining Descriptor 3 will normally have a considerable level of expertise, developed over time, in supporting
high quality student learning in all dimensions of the framework. They will have gained relevant experience through the use of a range of
approaches including, mentoring, coordinating, supervising and managing individuals and groups. Individuals will evidence the depth and
sophistication of their understanding and demonstrate a sustained and successful engagement with the UKPSF, indicating specifically how
such knowledge, understanding and expertise is used in their approach to teaching, mentoring and their leadership roles.

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Additional Information for Applicants.

Descriptor 3 recognises extended good practice both within the classroom (or learning environment) and in supporting the student learning
experience in a wider context. This would normally include evidence of effective and significant impact on students, on colleagues and on the
organisation/institution. Evidence of a wider sphere of influence than the classroom and the student group (the basic expectation for Descriptor
2), is required here. A relatively limited experience of programme and/or module management, for example, or in mentoring new staff, will
not be sufficient.

Descriptor 3 incorporates all the requirements for Standard Descriptor 2 and can, therefore, be viewed as building on Descriptor 2. One way
to view the difference is that Descriptor 2 is primarily concerned with all who teach and is a core expectation, whilst Descriptor 3 addresses
experienced teachers and others who demonstrate leadership in their learning and teaching practices and related activities. The Descriptor
requires evidence of wider impact, sustained success and influence. They could, for example, be a mid-career professional who is a highly
experienced and effective teacher with substantive teaching responsibility.

Aspects for inclusion in this section might include:

• Career milestones
− roles and responsibilities related to teaching and supporting learning
− relevant qualifications obtained from formal professional development undertaken

• Areas of research, scholarship and/or professional practice

− relevant publications and/or presentations
− incorporation of research, scholarship and/or professional practice into teaching and supporting learning
− links with professional bodies/wider communities

• Involvement in teaching and learning initiatives;

− institutional/nationally funded projects
− small-medium scale investigations/awards
− work with professional bodies

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Additional Information for Applicants.

− development and/or adoption of learning and teaching themes, for example, internationalisation, employability, assessment and
feedback, retention, flexible learning, education for sustainability
− dissemination of teaching and learning related expertise

• Recognition and reward;

− teaching prizes, fellowships, institutional awards for innovation
− professional body recognition

• Collaborating with others;

− advisory, support, co-ordination roles in teaching and supporting learning
− leadership and management roles

• Educational and staff development activity;

− mentor roles in professional development programmes for new and inexperienced staff
− learning and teaching workshops/seminars
− related publications/documents

• Leadership, management and organisational roles within institution or wider higher education context;
− teaching and learning/quality enhancement committees
− programme design, approval and review process
− quality assurance roles and responsibilities

• Developing quality enhancement;

− how you place learning and teaching and the student experience at the heart of your academic practice
− ways you interact with others to ensure appropriate alignment of teaching, learning and assessment practices

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Additional Information for Applicants.

− how you ensure that student learning within the context of your responsibilities is enriched by disciplinary and pedagogic research,
scholarship and professional practice (your own and that of others)
− ways you have fostered dynamic approaches to teaching and learning through creativity and innovation

• Supporting other colleagues;

− how you have supported other colleagues to enhance their practices
− specific examples of how you have enhanced academic practice through co-ordinating/managing others
− your roles in teaching and learning projects and initiatives at departmental, institutional or wider HE context

• Sustained engagement with educational and staff development;

− staff development activities you have facilitated (informal and formal) that enhance your colleagues’ abilities to meet the dimensions
of the UKPSF
− how your contributions have promoted the student learning experience through professional development of staff under your influence
and guidance. For example, through informal or formal mentoring arrangements
− how you have disseminated your knowledge and skills in teaching and supporting learning to audiences within, and external to your
institution

• Evaluation of academic practice;

− steps taken to develop your own practice and how you have used your own experience to enable others to reflect on and critique their
own practice
− how you support, encourage and implement evaluation processes designed to enhance the student learning experience

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Additional Information for Applicants.

Record of meeting with the Accreditation Project Lead to discuss transition from D2 to D3:
Record of meetings with mentor:

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