Guide for advocates

These modules were delivered to a wide range of undergraduate students and degree apprentices from a variety of professional disciplines, including xxxx. As a tutor on the module, xxxx was responsible for designing and planning a number of the lectures and tutorial sessions for the module (A1 & K2). xxxx was also responsible for delivering these sessions to the students, which he did using a range of different learning technologies, such as drawing and sketching, discussion sessions and interactive polls (A2, K2 & K4).

When designing, planning and delivering the teaching and learning material, xxxx not only drew on past experience of the subject matter (K1) that he had gained through his professional experience and professional development (A5) but he also used evidence-based and informed approaches to teaching and learning (V3). He also demonstrated an ability to be able to contextualise and adapt the teaching and learning material to the requirements and needs of the individual learners, who were from a wide range of professional disciplines, had a range of different qualifications and exhibited a wide range of knowledge and experience of the subject area (K3 & V4).

During the teaching and learning sessions that xxxx delivered, he not only clearly demonstrated his ability to respect the views and opinions of the individual learners (V1) during the tutorial sessions, but he also demonstrated his ability to be able to provide a safe and supportive environment for the individual learners (A4) and encouraged participation and equal opportunity in the sessions (V2).

He played a central role in marking and assessing the various coursework elements of the module and provided detailed and contextualised feedback to the individual leaners on their performance in a clear and logical manner (A3). He also played a key role in moderating the coursework to ensure consistency, fairness and equity of the assessment across the module (V2).

Xxxx played an active role in evaluating the Module, through the Mid-Module Evaluation and Module Evaluation process (K5 & V5). He provided support and guidance to experienced and inexperienced members of the module team throughout the module and assisted in evaluating their performance and providing constructive feedback via the peer observation process (K5).

I have seen first-hand the positive outcomes that xxxx has achieved through supporting students, most recently through leading three modules and teaching a variety of other modules. Along with teaching, he has been an Academic Advisor for first-year students. He has shown his understanding of university policies and procedures (e.g mitigation applications and academic integrity) through supporting students with their challenges.

He has contributed to the development of the course in a range of ways, most recently through representing the xxxx subject team in the Curriculum Review Action Group; a school-wide initiative to evaluate and improve employability-focused modules. xxxx gathered feedback from colleagues and presented this within the working group meetings. He also provided his own ideas on how the module could be improved (e.g. more practical and front-loading the teaching). His work in this area has resulted in a range of improvements to the module.

xxxx is proactive in continuing to develop his teaching knowledge and skills. He has attended a number of formal and informal staff courses and workshops that have clearly improved his teaching abilities. He has also completed qualifications that have supported his development. He has used his experience and connections in the industry to support the improvement of modules and to enhance teaching through drawing upon real-life examples – it is clear students enjoy that aspect of xxxx’s approach and that he is committed to his ongoing development.

Having reviewed the descriptors for HEA Fellowship it is clear xxxx meets all the criteria required to achieve Fellow status. I can also confirm that I corroborate all evidence given in the claim synopsis.

In 2009 xxxx established the (name of additional initiative) bringing together academics, activists and practitioners from 17 disciplines across 23 countries (V5) who have an interest in thinking critically about (focus of initiative) (K3, V4). Their scholarly interests are framed through engagement with (list of aspects of claimant’s professional philosophy).

In teaching and research, xxxx uses a variety of technologies and resources (K4) such as traditional publications (journal articles and book authorship), blogs, and video. They have been Lead and Co-Investigator on empirical research projects. All these xxxx uses to teach and support learning (A2). Their publications include xxxx, and various special editions and articles in academic journals.  

This has been evidenced by the ways and extent to which xxxx, almost single-handedly, has crafted a (student) journey, especially through the development of the xxxx programme, that has enabled our student community to grow and thrive despite the numerous challenges that xxxx has had to navigate. To do so, they had to undertake a critical evaluation of the (insufficient) provision that was in place prior to their arrival so that it could inform their practice. Practice, in this sense, relates to the significant activities that they had to undertake to design, plan and implement significant programme change, before they were in a position to demonstrate the excellence in teaching, student support and assessing learning which they are well known for in the School.

xxxx is an experienced, enthusiastic and committed senior lecturer whose activities cover all of the Areas of Activity set out in the dimensions of the Professional Standards Framework. As module leader on core and elective modules xxxx designs, plans and continually develops learning and assessment activities (A1) which she has both developed and delivered in the creation of new modules and revised modules (A2). xxxx has also planned a considerable amount of content across her practice to support assessment (A3) (e.g., assessment support sessions); developed and delivered new content and devised effective changes to fit local demands (e.g. pandemic demands to move assessment online) (A3). Xxxx has developed online learning environments with multiple features to support students and continues to develop that practice (e.g. live lectures formats with integrated multiple IT features) (A4). She has also continually engaged with her own professional development across all of her core teaching (e.g., via incorporating research within in her teaching practice area of expertise) and worked throughout these activities in partnership with our professional body standards on core curriculum content (adhering to QAA subject content), standards (developing key professional body standard undergraduate skills in teaching and learning activities) and on leading, monitoring and managing local ethical processes for students and staff (A5).

All xxxx’s activities are underpinned by a commitment to the PSF professional values, and require adept application of the core knowledge, but V1 and V2 are particularly evidenced in her work. She regularly displays a pragmatic but effective understanding of the diversity of learners, whether colleagues or students, promoting participation by constant demonstration of good practice.

In her role xxxx is an experienced professional who leads key elements of the work of our diverse team to support staff and students at all levels at LBU. I have worked with xxxx since she joined (name of support service) in 2018 and am very familiar with her professional practice, teaching and leadership.

It is with great pleasure that I offer this advocacy statement in support of XXXX’s application for Senior Fellowship. I have known and worked with xxxx for nearly three years now in my capacity as (role) and as xxxx’s line manager. Having worked closely with xxxx during this time, especially in their role as xxxx in the School, I can say with great confidence that xxxx meets all dimensions of practice of the PSF and, as such, should be awarded Senior Fellowship Status. For instance, xxxx embodies the personal and professional values of social justice, inclusion, empowerment, and emancipation, which pervade her pedagogy vis-à-vis the xxxx programme and the experiences of our student community, especially among those students considered ‘non-traditional’ learners. These core values underpin xxxx’s excellent knowledge and understanding of the student journey, student support requirements, curriculum, programme development, learning, assessment and pedagogy.

As an Academic Skills Tutor xxxx leads on the design and delivery of in-curriculum academic skills tuition on interdisciplinary topics such as effective writing and critical thinking. This tuition is delivered to all academic levels and Schools of LBU in a variety of formats, with content contextualized to specific audiences on the basis of ongoing dialogue with academic colleagues and the wider HE community. In performing this role as ably as she does, xxxx regularly demonstrates her alignment with descriptor 3 of the PSF.

xxxx is a (name of role) in (name of School) at Leeds Beckett University. They are (discipline specific title) in the School. They are also (additional relevant role: some key aspect of role in action). In doing so, they bring their own scholarship and research to the fore (V3).  As (name of role), (XXXXX) has played a lead role over a sustained period in leading and developing teaching and learning on (name of) programme, and in developing the practice of other staff involved, including both academic colleagues and colleagues in, for example, (name of support/ professional service) (D3.1).

xxxx has held posts at the Universities of xxxx and visiting positions at the Universities of xxxx. xxxx enhances their practice by undertaking professional development (A5), and the dialogues they have with others in the academic community informs their work and publications.   

In my role as (name of role) Lead for the School and as a contributor to the various programmes, I can state with first-hand knowledge that xxxx demonstrates a determination and enthusiasm for their role. They have initiated a (example of an initiative) which takes account of individual student needs and promotes engagement across the diversity of (levels of) students (V1, V2; D3.2). xxxx has reorganised and runs the (name of post grad programme) (A1, K2). The different units on the xxxx programme and the assessments that students complete as part of the programme demonstrate an understanding of how learners learn both generally and within different themed areas (K1). Their feedback to students on their (programme) work is detailed, thorough, and insightful (A3, A4). The reorganisation and revalidation of the programme are testament to xxxx’s appreciation of the requirements for quality assurance and enhancement, and their implications for practice (K5; D3.3).  

While xxxx’s role is diverse and complex, I centre her excellent strategic and operational leadership of (name of programmes) and her delivery of the taught provision of xxxx as a remarkable pedagogue. Everything that they plan and teach has social justice and learner emancipation at its heart. They learn about, understand, plan for, and react to the diverse experiences, knowledges, needs and abilities of the doctoral students that we attract to the School. Her teaching, while appropriately tailored, is intellectually challenging and stimulating. Moreover, xxxx has wonderful interpersonal skills that enable them to foster positive and productive relationships with and between students, which are crucial for cultivating collaborative learning environments. In short, xxxx is an excellent all-rounder who can lead, has a strategic vision that they have implemented, can develop appropriate, relevant, purposeful and challenging programmes and curriculum, and is able to facilitate the learning and development of students through their socially-just pedagogical approaches. It is for these reasons, and for many others, that I write this advocacy statement to support xxxx’s application in the strongest possible terms and without reservation.