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Section 1 - Applicant Introduction (150 words): in this section you will be asked to provide a brief overview of your higher education teaching and/or supporting learning responsibilities to date.

Section 2 - Reflective Account of Practice: Written Account (1400 words): in this section you will be aiming to demonstrate that your practice meets Descriptor points D1.1, D1.2, D1.3 and D1.4 of the UKPSF. In this section you will be required to choose two Areas of Activity from A1, A2, A3 and A4 and will write around 700 words for each to demonstrate your engagement, understanding and effectiveness in relation to these areas of activity. 

Section 3 - Scholarship and CPD (250 words): in this section of the application you will be required to demonstrate that your practice meets descriptor points D1.5 and D1.6 of the UKPSF. Specifically you will be asked to reflectively address:

• How relevant professional practices, subject and pedagogic research and/or scholarship underpin your teaching and/or supporting learning activities; and,
• How successful engagement, where appropriate, in professional development activity related to your teaching, learning and assessment responsibilities has informed your practice.

Section 4 - Two Referee Statements: more detail is provided about the role of referees and their statements on the relevant tab.

Section 1 - Applicant Introduction (300 words): in this section you will be asked to provide a brief overview of your principal higher education teaching and/or supporting learning roles and responsibilities to date and to introduce your teaching and learning philosophy.

Section 2 - Track Record (1200 words): in this section you will be aiming to demonstrate the breadth of your experience and effectiveness across Descriptor 2 of the UKPSF. You are required to complete a grid that outlines and describes around 5 – 8 different teaching/supporting learning/professional activities that you have engaged in, cross-referenced to relevant UKPSF Areas of Activity, Core Knowledge and Professional Values, as well as other aspects of Descriptor D2 (D2.5 and D2.6) that the activity provides evidence for.

Section 3 - Reflective Account of Practice: Written Case Studies (2000 words): in this section you will be aiming to demonstrate the breadth and depth of your experience and effectiveness across Descriptor 2 of the UKPSF and that you are able to critically reflect on your practice. You will choose two case studies that explore particular aspects of your professional practice in more detail. You are required to map relevant UKPSF Areas of Activity, Core Knowledge and Professional Values, as well as other aspects of Descriptor D2 (D2.5 and D2.6) through your written reflections.

Section 4 - Evidence Folder: this is a collection of supplementary electronic evidence documents (Word, PDF, PowerPoint, etc.) collected together and stored in your Keele Google Drive. The purpose of the evidence folder is to support your claim for Fellowship through providing a range of documents which contextualise and exemplify the teaching/supporting learning/professional activities outlined in your track record. The quality of your evidence documents is much more important than the quantity and you should include a maximum of 15 individual documents across the track record. Your evidence folder is linked to via hyperlinks that you will embed in your track record.

Section 5 - Two Referee Statements: more detail is provided about the role of referees and their statements on the relevant tab.

Section 1 - Applicant Introduction (500 words): in this section you will be asked to provide a brief overview of your principal teaching and/or supporting learning roles and responsibilities AND your principal leadership roles/responsibilities related to teaching and/or supporting learning in higher education to date, and to introduce your teaching, learning and leadership philosophy.

Section 2 - Track Record (2000 words for written/3000 words for professional discussion route): in this section you will be aiming to demonstrate the breadth of your experience and effectiveness across Descriptor 3 of the UKPSF. You are required to complete a grid that outlines and describes around 10 different teaching/supporting learning/leadership (of teaching and learning)/professional activities that you have engaged in, cross-referenced to relevant UKPSF Areas of Activity, Core Knowledge and Professional Values, as well as other aspects of Descriptor D3 (D3.5, D3.6 and D3.7) that the activity provides evidence for.

Section 3 - Reflective Account of Practice: Written Case Studies (3500 words) OR Professional Discussion: in this section you will be aiming to demonstrate the breadth and depth of your experience and effectiveness across Descriptor 3 of the UKPSF and that you are able to critically reflect on your practice. For the written case studies route you will choose two case studies that explore particular aspects of your professional practice in more detail and are required to map relevant UKPSF Areas of Activity, Core Knowledge and Professional Values, as well as other aspects of Descriptor D3 (D3.5, D3.6 and D3.7) through your written reflections. You may opt to undertake a 1 hour professional discussion with three SFHEA reviewers instead of the written case studies, more detail is provided at the induction workshop about both routes.

Section 4 - Evidence Folder: this is a collection of supplementary electronic evidence documents (Word, PDF, PowerPoint, etc.) collected together and stored in your Keele Google Drive. The purpose of the evidence folder is to support your claim for Senior Fellowship through providing a range of documents which contextualise and exemplify the teaching/supporting learning/ leadership/professional activities outlined in your track record. The quality of your evidence documents is much more important than the quantity and you should include a maximum of 20 individual documents. Your evidence folder is linked to via hyperlinks that you will embed in your track record.

Section 5 - Two Referee Statements: more detail is provided about the role of referees and their statements on the relevant tab.

Section 1 - Applicant Introduction (500 words): in this section you will be asked to provide a brief overview of your principal strategic leadership roles/responsibilities related to teaching and/or supporting learning in higher education to date, and to introduce your teaching, learning and leadership philosophy.

Section 2 - Track Record (2000 words for written/3000 words for professional discussion route): in this section you will be aiming to demonstrate the breadth of your experience and effectiveness across Descriptor 4 of the UKPSF. You are required to complete a grid that outlines and describes around 10 different strategic leadership (of teaching and learning) and professional activities that you have engaged in, cross-referenced to relevant aspects of Descriptor D4 (D4.1, D4.2, D4.3, D4.4 and D4.5) and UKPSF Areas of Activity, Core Knowledge and Professional Values that the activity provides evidence for.

Section 3 - Reflective Account of Practice: Written Account (4000 words) OR Professional Discussion: in this section you will be aiming to demonstrate the breadth and depth of your experience and effectiveness across Descriptor 4 of the UKPSF and that you are able to critically reflect on your practice. For the written account route you are required to write 1000 words for each of the Descriptor Points D4.2, D4.3, D4.4 and D4.5 to outline how you have met these areas through your professional practice and are required to map relevant UKPSF Areas of Activity, Core Knowledge and Professional Values through your written reflections. You may opt to undertake a 1 hour professional discussion with three PFHEA reviewers instead of the written case studies, more detail is provided at the induction workshop about both routes.

Section 4 - Evidence Folder: this is a collection of supplementary electronic evidence documents (Word, PDF, PowerPoint, etc.) collected together and stored in your Keele Google Drive. The purpose of the evidence folder is to support your claim for Principal Fellowship through providing a range of documents which contextualise and exemplify the strategic leadership (of teaching and learning) and professional activities outlined in your track record. The quality of your evidence documents is much more important than the quantity and you should include a maximum of 20 individual documents. Your evidence folder is linked to via hyperlinks that you will embed in your track record. 

Section 5 - Three Advocate Statements: more detail is provided about the role of advocates and their statements on the relevant tab.

The function of the two referee statements for AFHEA, FHEA and SFHEA, and the three advocate statements for PFHEA, is to authenticate the applicants' practice, i.e. verify that they have undertaken the activities outlined in the application, and to support the applicants claim for Fellowship using first-hand knowledge of the context within which they work.

Referees and Advocates should use the HEA CPD Route Referee and Advocate Guidance Notes (available on the KLE) when writing their statements (which outlines expected format and content) and must make explicit reference to how the applicant meets all aspects of the Descriptor being applied for.

Guidance on the choice of appropriate referees/advocates is provided at the induction workshop and we recommend that applicants discuss their application plans with their referees/advocates as early as possible to give them plenty of notice. Applications will not be accepted without referee/advocate statements. 

Applicants working towards Fellowship, Senior Fellowship and Principal Fellowship will work with a HEA CPD Route Mentor whilst writing their application (Associate Fellowship applicants are supported directly by the programme lead) who will provide specific and bespoke support in relation to the application writing process. The mentor will not support or coach applicants in any other areas of their professional practice.

Some applicants will identify a local mentor (i.e. within their own department/school/institute) in discussion with their Line Manager/Head of School/PhD Supervisor and/or the HEA CPD Route programme lead, before attending a HEA CPD Route Induction Workshop. Alternatively, applicants may have a mentor allocated (from a pool of trained mentors) by the programme lead after attending an induction workshop. Individuals should not be mentored by their line manager or Head of School, i.e. the relationship will be non-hierarchical and outside of the normal line management relationship.

The most important factor for applicants when considering choice of mentor, is that the mentor has a good understanding of the UKPSF and familiarity with the HEA CPD Route application processes and procedures. All of the HEA CPD Route trained mentors have expert knowledge of the UKPSF and HEA CPD Route; most are Senior Fellows (as well as some Fellows and Principal Fellows) of the HEA that have previously completed the HEA CPD Route programme.

Please find below a list of all those approved as mentors for Keele's HEA CPD Route Programme.

Principal Fellows

• Helen O'Sullivan
• Julie Hulme
• Nigel Ratcliffe
• Zoe Robinson

Senior Fellows

• Adrian Molyneux
• Aikaterini Koskina
• Alison Brammer
• Alison Pooler
• Angela Rhead
• Christopher Little
• David Bedford
• David McGarvey
• Eliza Varney
• Ella Tennant
• Georgina Spencer
• Heather Ingram
• Julie Green
• Karen Gunnell
• Katie SzKornik
• Lisa Dikomitis
• Lou Taylor-Murison
• Martyn Parker
• Matthew Street
• Panos Sousonis
• Pete Lonsdale
• Richard Waller
• Robert Stannard
• Russell Crawford
• Sarah Aynsley
• Sheila Hope
• Teresa Oultram
• Catherine Edwards

Fellows

• Alison Long
• Deidre McKay
• Jonathan Head
• Katie Maddock
• Rebecca Richards
• Robert Hagan
• Russell Pearson
• Sophie Allen