Considering T&L Practice and Evidence for Recognition Scope of Activity, Role Sphere of Influence Source of Evidence Promoting Teaching: making evidence count (HEA, 2013: 10) https://www.heacademy.ac.uk/resources/detail/recognition/making-evidence-count-web

Strengths convey enthusiasm for/commitment to teaching and enhancing the student learning experience provide specific examples, particularly where different approaches have been adopted to suit different student needs draw upon an informed understanding of pedagogy evidence creativity in teaching, learning & student support exhibit a student-centred disposition; show evidence of the constructive alignment of the UKPSF in their role articulate the synergy between research, scholarship and professional activities with their teaching and their students’ learning experiences – particularly in section 5; show clear evidence of active, ongoing CPD

Weaknesses descriptive of activities rather than reflective of approaches used lack a rationale for approaches adopted lack examples of effective practice and how this effectiveness is demonstrated rarely mention the students’ learning experiences overly brief lack structure and focus rarely mention the UKPSF and/or ignore important aspects of the framework (e.g. professional values, core knowledge); written in the 3rd person and/or a general account of their experience of teaching and learning. Fellowship For example they might provide evidence of K2 and 3 through reference to reading practical guidelines on how students learn in their discipline as well as having discussed this with their colleagues and reviewed and acted on student feedback. Another example might be reading and explaining how they have applied the advice from an article on teaching and learning in a relevant subject specific journal.