Te Arawai Ako supports staff involved in teaching and learning to gain recognition and become accredited as an Associate Fellow, Fellow, or Senior Fellow of the Higher Education Academy (HE). Since its launch in 2022, 93 fellows have been accredited through Te Arawai Ako.
The programme certifies that participants have met internationally recognised standards in higher education teaching and learning support.
This year's cohort includes 16 postgraduate students, six professional staff members, and 25 academic staff representing a wide range of disciplines and roles. Recipients come from across the University, including the Centre for Academic Development (CAD), the Library, and schools spanning the University.
“Te Arawai Ako asks its participants step back from the pressure of day-to-day teaching and to reflect on their practice and its impact on their students,” says Professor Stephen Marshall, Director, Centre for Academic Development, where the programme is hosted.
Te Arawai Ako, which translates to “the learning and teaching waterway”, offers participants a community of practice, helping them make connections and receive support from others across the University. For many, this aspect of the programme proved to be valuable.
Dr Miloud Lacheheb, a PhD graduate and tutor at the School of Economics and Finance went through the programme while completing his PhD. He says that participating alongside others helped him see his teaching from new perspectives.
“The peer support aspect made a significant difference. My peers often noticed aspects of my teaching that I might overlook, offering valuable insights from a student’s perspective,” says Miloud.
“Engaging with peers and mentors through Te Arawai Ako helped me see different perspectives on effective teaching, which strengthened my own approach. This collaborative reflection improved my teaching skills, and also built my confidence in creating more inclusive and responsive learning experiences.”
Adrian Pike, a learning designer from the Centre for Academic Development, also felt that the programme helped boost his confidence.
“I have been supporting academic staff with their teaching for quite a while now, but I still have a bit of imposter syndrome,” says Adrian.
“While participating in Te Arawai Ako I was required to provide evidence of my effectiveness, which meant asking staff for feedback. The staff I’d supported were very generous, which means now I approach my support work with a bit more confidence.”
“There are a lot of roles in the University that directly contribute to learning and teaching and are vital to the student experience—Te Arawai Ako is a great way for staff to reflect on their own contributions and have them recognised through gaining a fellowship.”
Dr Frankie Fong, a lecturer in developmental psychology, highlighted how the process helped him step back and assess his teaching practice holistically.
“It helped me reveal aspects of my teaching that had been overlooked or under-evaluated,” he says. “The structure of the programme allowed for a more comprehensive evaluation of my teaching practices, which provided me with a more holistic representation of my teaching profile.”
He also found that the process helped him strengthen his professional identity.
“It made me reconsider what I am passionate about and the directions I have been taking so far. This is very much in line with my belief in helping students to find their uniqueness and interests.”
“Knowing that my teaching practices are aligned with international standards is very reassuring. It enhances my confidence, especially when I consider myself as an academic from a minority ethnic group,” says Frankie.
During the ceremony two new Principal Fellows (PFHEA) were also acknowledged—Namali Suraweera and Karen Smith, gained through direct application to Advance HE. This is the highest level of fellowship and brings Te Herenga Waka to a total of eight PFHEAs, the highest number at any University in Aotearoa.
The University currently has 111 fellows registered at the University. Any staff member or student who would like to advise the University of their fellowship status should get in touch with CAD.
As the programme continues to grow and recognise new cohorts of educators, Professor Marshall emphasises the importance of continual growth in teaching. “Every staff member and student who has been through Te Arawai Ako should be proud of themselves. As teachers, we are lifelong learners.”
Professor Marshall says that this philosophy underpins CAD’s wider work, and has recently led to them restarting the Higher Education Learning and Teaching programme. “This is intended to reduce the barriers staff face when building the skills and knowledge for teaching.”