When using the\u00a0exemplars linked below, please bear in mind that they\u00a0are not intended to be modelling\u00a0excellence.\u00a0 Instead, as with all submission efforts, they contain positive elements and areas that could be improved upon.<\/p>\n
The comments attached are provided in order to help you avoid common errors and identify what you should be aiming towards within your own writing.\u00a0 These exemplars are not in themselves an ‘award’ or ‘not yet awarded’ since they form only a \u00a0part of any
\nsubmission and all submissions are looked at holistically by the recognition panel.<\/p>\n
Most of these exemplars are from real submissions but others have been created for a specific purpose.\u00a0 In all cases they are intended to be anonymous although permission to use them has been given by the writer concerned.\u00a0 If you happen to recognise the practice
\ndescribed, please be sensitive to the situation\u00a0and maintain the
\nwriter’s confidentiality.<\/p>\n
To view the exemplars for the\u00a0level of fellowship you are applying for,\u00a0 select the appropriate link from the\u00a0drop down lists below.<\/p>\n
We\u00a0are developing further\u00a0content\u00a0around exemplars and will be\u00a0continually updating this section of the website over coming months, so\u00a0please do check\u00a0regularly for updates and new content.\u00a0 If you have any suggestions or feedback, please contact us at: <\/p>\n [bg_faq_start]<\/p>\n Practice Examples<\/a><\/p>\n Case Study 1 – Ensuring the Class is Fully Inclusive and Engaged<\/a><\/p>\n Case Study 2 – The Use of New Equipment as a Method for Teaching and Learning<\/a><\/p>\n [bg_faq_end]<\/p>\n <\/p>\n [bg_faq_start]<\/p>\n Practice Examples<\/a><\/p>\n Worked Practice Examples<\/a><\/p>\n Practice Examples – Science Discipline<\/a><\/p>\n Case Study 1 –\u00a0\u00a0Embedding academic language instruction and support within a module<\/a><\/p>\n Case Study 2 – Gaining external recognition and course reapproval<\/a><\/p>\n Case Study 3 – Redesigning a course to enable improved work life balance<\/a><\/p>\n Case Study 4 – A pedagogic approach in the design and delivery of a collaborative group project<\/a><\/p>\n [bg_faq_end]<\/p>\n <\/p>\n [bg_faq_start]<\/p>\n Worked Reflective Account of Practice<\/a><\/p>\n Reflective Account of Practice 1 – Reflective Narrative<\/a><\/p>\n Reflective Account of Practice 2 – Structured<\/a><\/p>\n Reflective Account of Practice 3<\/a><\/p>\n Reflective Account of Practice\u00a04 <\/a><\/p>\n Reflective Account of Practice\u00a05 <\/a><\/p>\n Worked Case Study – Developing inclusive practice <\/a><\/p>\n Case Study\u00a01 – Developing staff capability in Blackboard<\/a><\/p>\n Case Study 2 – Developing staff in an innovative practice<\/a><\/p>\n Case Study 3 –\u00a0Course Development\u00a0<\/a><\/p>\n Case Study 4 -Academic Support and Advising<\/a><\/p>\n Case Study\u00a05 – Career Progression of Women in HE to Academic Leadership<\/a><\/p>\n Case Study\u00a06 – Doctoral Student Supervision<\/a><\/p>\n <\/p>\n [bg_faq_end]<\/p>\n <\/p>\n [bg_faq_start]<\/p>\n AFHEA –\u00a0Practice Example A1<\/a><\/p>\n AFHEA –\u00a0Case Study 1 – Ensuring the Class is Fully Inclusive and Engaged<\/a><\/p>\n AFHEA –\u00a0Case Study 2 – The Use of New Equipment as a Method for Teaching and Learning<\/a><\/p>\n [bg_faq_end]<\/p>\n <\/p>\n [bg_faq_start]<\/p>\n SFHEA\u00a0– Reflective Account of Practice 1 <\/a><\/p>\n SFHEA –\u00a0 Reflective Account of Practice 2 <\/a><\/p>\n SFHEA –\u00a0Case Study 1 – Career Progression of Women in HE to Academic Leadership<\/a><\/p>\n SFHEA – Case Study 2 – Doctoral Student Supervision<\/a><\/p>\n [bg_faq_end]<\/p>\n <\/p>\n [bg_faq_start]<\/p>\n FHEA – Fostering and Developing Creativity<\/a><\/p>\n FHEA – Emphasising Visual Communication in Problem-Based Learning<\/a><\/p>\n [bg_faq_end]<\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n","protected":false},"excerpt":{"rendered":" Guidance notes When using the\u00a0exemplars linked below, please bear in mind that they\u00a0are not intended to be modelling\u00a0excellence.\u00a0 Instead, as with all submission efforts, they contain positive elements and areas … Continue reading Exemplars<\/span>
\ntalent@shu.ac.uk<\/a><\/p>\nAssociate Fellow (AFHEA)<\/span><\/strong><\/h4>\n
Fellow (FHEA)<\/span><\/strong><\/h4>\n
Senior Fellow (SFHEA)<\/span><\/strong><\/h4>\n
Technical Roles<\/span><\/strong><\/h4>\n
Research Roles<\/span><\/strong><\/h4>\n
Multimedia Applications<\/span><\/strong><\/h4>\n