Lis Morris, Bethany Greenshields, and Sarah Armstrong have been recognised for their dedication to improving teaching standards and enriching the student experience.
Advance HE is globally recognised to support the professional development of higher education staff, based on the UK Professional Standards Framework (PSF). Having employees recognised as Fellows is an indicator of high teaching standards, which can positively impact an institution’s reputation, and the quality of education delivered to students.
For Sarah, an Animal Science lecturer who worked as a zookeeper at Knowsley Safari, Liverpool, and Blackpool Zoo, the path to fellowship was a natural extension of her passion for learning and teaching.
“I love having a project and working towards something tangible,” Sarah said, explaining how she pursued a Level 7 Postgraduate Certificate in Teaching and Learning in Higher Education at Manchester Metropolitan University. The course aligned with the Advance HE’s standards and provided a pathway to fellowship and Sarah felt this experience broadened her understanding of teaching, moving beyond her expertise in industry.
“Coming from industry, this process has broadened my understanding of teaching as a research discipline, giving me confidence to implement new methods and assess them,” she added.
For Lis Morris, UCR’s Teaching and Learning Coach and Lecturer in Applied Plant Science gaining her Fellowship was an opportunity to reflect deeply on her own teaching practice. She pursued it as part of UCR’s support for professional development, where staff are given time to engage in scholarly activities.
“Writing the 3,000-word reflective log was quite a challenge and it made me really think about my professional practice,” Lis reflected. “We all have our unique teaching philosophies, but this process made me consider what I do well and where I could improve.”
She added that being part of a national community of higher education lecturers was a source of pride and a boost to her confidence.
“It is great to be part of a global community!”
Equine Science lecturer Bethany also pursued a Level 7 Postgraduate Certificate in Teaching and Learning at Manchester Metropolitan University, where one of the assignments aligned with the Fellowship application. Bethany said the process helped her affirm her choice to pursue academia.
She said: “Going through critical reflection and applying the standards to my practice affirmed my decision to pursue a career in academia. It also increased my confidence as a lecturer.”
Bethany’s interest lies in developing assessments that accurately reflect student learning. She is committed to creating assessments that are more reflective of real-world industry scenarios, ensuring that students are prepared for the challenges of their future careers.
These achievements not only enhance the professional standing of the individual lecturers but also contribute significantly to UCR’s academic environment. For UCR, the recognition by the Advance HE represents a validation of its commitment to quality teaching and learning.
“Fellowship from Advance HE is an indicator of teaching excellence and reassures students and stakeholders alike that our staff are continually reflecting on and improving their practice,” said Jane Nickisson, Assistant Principal and Dean of Higher Education.
“The Fellowships have equipped Sarah, Lis, and Bethany to adopt innovative teaching methods, incorporate reflective practice, and offer more authentic and industry-relevant assessments, directly benefiting our students.”
For Sarah, it has already changed her approach in the classroom.
“The process of gaining Fellowship has already changed my perspective on teaching and learning. I’m now aware of the huge variety of teaching theories and have started introducing more authentic assessment. I have changed some assessments to be more industry linked and am really interested to see how this develops over the next few years.”
Lis echoed this sentiment, saying it has empowered her to question established methods more confidently. “It has made me more comfortable critiquing some of the generally accepted teaching techniques. For example, I’ve started to question whether differentiation really works in practice in a university setting.”
For Bethany, the Fellowship has already provided her with new insights into assessment practices. “The discussions I had during my PGCert course and through the Fellowship process have encouraged me to look at alternative approaches. I’ve already started implementing these changes in my teaching at Reaseheath.”
All three lecturers are considering ways to implement what they’ve learned. Sarah plans to continue working on her reflective writing skills, a new challenge after coming from a scientific background. “Reflective writing was somewhat alien to me, but through the course and the Fellowship application, I’ve developed my skills. I now plan to make written reflection a key part of my teaching practice,” she said
Lis is keen to develop a culture of critical reflection among her colleagues, as part of her role as a teaching and learning coach. “I would love to encourage my colleagues to have a really critical eye for their practice.”
Bethany, meanwhile, aims to promote the value of the Fellowship to other colleagues at UCR. “I hope to encourage my colleagues to pursue the Fellowship or a PGCert themselves. It’s been a valuable experience that has helped me develop my own professional practice,” she said.
In an increasingly competitive educational landscape, UCR’s commitment to professional development through Advance HE Fellowships showcases its dedication to providing the best possible learning experience for its students. The successes of Sarah, Lis, and Bethany are not only personal milestones but also an affirmation of UCR’s standing as a forward-thinking institution that prioritises teaching excellence.
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