Hi Emma et al,
I recently completed the FHEA accreditation, although via a portfolio through my institution rather than directly to the HEA. The examples you've mentioned of the types of feedback you used seem spot on - I used very similar (I used Poll Everywhere and post-it activities) and mine was accepted.
It might help you and others(and I realise this may come across as a plug, but so be it) but I wrote about my experiences in this month's CILIP Update - pp42-44. I've also written a series of blog posts outlining my 'FHEA journey'
I'm happy to answer any questions (off list) if people want to get in touch.
Kind regards
Sarah
Hi all
I've been mulling over this question and wondered if there are any support networks out there for librarians trying for HEA accreditation? If not, would there be interest in forming one? Would people like to mail me off-list with expressions of interest and what kind of network would be useful?
Apologies if there are any networks out there of which I'm unaware, don't want to tread on any toes!
Regards
Sarah George
--
Sarah George BA MSc MSc SFHEA MCLIP
Subject Librarian for Archaeology, Chemistry, Environment, Forensics and Integrated Science
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Date: Fri, 5 May 2017 12:31:16 +0100
From: Emma Illingworth <[log in to unmask]>
Subject: Associate/Fellow of the Higher Education Academy - some questions
Hi there and apologies for cross-posting,
We are a group of Subject Librarians in the process of putting together our individual applications for Associate Fellowship of the Higher Education Academy.
We’re interested in hearing from anyone who has successfully submitted and is willing to share their submission. We’re particularly interested on individual submissions rather than those following an institutional framework and are more interested in the format/presentation/layout than content.
We’d also like to hear from other Subject Librarians (or equivalent) that successfully submitted for Fellowship rather than Associate Fellowship.
We feel we can evidence all areas of activity with the exception of A3 (Assess and give feedback to learners) as we are not involved in the formal marking of assignments and giving of feedback.
The majority of the assessment and feedback we do is during sessions and is formative rather than summative. Some of us have quizzes on Moodle which are part of the module and completing them does count for a small percentage of the overall module mark, but we’re not sure if this is strong enough evidence to meet this area of activity.
I’m happy to collate and share responses as appropriate if others are also interested.
We look forward to hearing from you.
Thanks,
Emma
Emma Illingworth
Subject Librarian for Science (Biological, Earth & Planetary, Psychological)
Library, Birkbeck, University of London, Malet Street, London, WC1E 7HX.
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