Today the second paper from my maths teaching and learning project got published:
It is a reflective methodology paper published in SAGE Research Methods Cases.
Today the second paper from my maths teaching and learning project got published:
It is a reflective methodology paper published in SAGE Research Methods Cases.
Abstract to be presented at #SEBCST16
Students enrolled on Veterinary Physiotherapy, Animal Therapy or HE Equine courses at Writtle University College share an introductory animal nutrition module in the second semester of their first year. In order to encourage development of both subject-related and transferable skills in their curriculum, this module includes coursework which asks the students to analyse a new animal feed in the laboratory, after which they are required to design a package and a commercial video for this product. This was a group exercise.
The assessment was supported by lectures on nutrition for various life-stages in dogs and horses and legal requirements for packaging, lab practical sessions to help understand the nutritional values, and workshops to support the design process and use of various software packages involved in video editing. At the end of the semester, student groups were asked to present their commercial video, submit a hard copy of their package and were questioned on various nutritional aspects of their product. They received peer feedback and staff feedback on their work, covering both product design and subject-specific matter.
Student feedback on this assignment was positive. They enjoyed the opportunity to be creative and demonstrate their understanding through product design. Some students went as far as to role-play their commercial video or create a 3D model a feed package. There was a good spread of marks, and staff feedback was very positive.
Today I received a copy of Boyle and Charles’ Curriculum Development. For now it will have to go onto the reading pile for the summer, but a quick flick though has already shown some very useful sections which I can take forward as an undergraduate course manager and curriculum developer.
More on this at a later point.
Boyle, B. and Charles, M. (2016) Curriculum Development. London: SAGE Publications, pp.222, ISBN 978-1-44627-330-2.
By Amanda Wolf Amanda Wolf is Deputy Head of the School of Government at Victoria University of Wellington, New Zealand Like many of us, I was taught that research starts with a research question. The more generous texts and supervisors may quietly soften that imperative with a whispered confidence that it is permissible to amend […]
Martina Emke @martinaemke
Who are non-traditional students? According toa 2015 report by theNational Center for Education Statistics (NCSC) there is no clear definition. However, there seem to be some characteristics that many non-traditional students (NTS) share: NTS often study part-time, work full-time and have dependents. Another common factor seems to be that for many NTS the support of university staff and the institution, to help increase their confidence in learning and address practical and personal issues, is crucial for their success at university study (Field, Merrill & West, 2012).
NTS already possess professional knowledge and work experience which influence their attitude towards studying. Research suggests that they are interested in applying knowledge and that they are determined and committed to learning and studying because they have clear goals, which are often connected to pursuing a professional…
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Today I “attended” the HEA Research Webinar 9: Postgraduate transitions – exploring disciplinary practice. Although a lot of my time as a course manager is taken up by recruitment activity and manageing student populations once they arrive, another important part of my role is to make sure that students are aware of their options once they graduate. The leaving destinations of graduates are reported anually in HESA’s Destination of Leavers from Higher Education survey, and it is something my courses and the College are benchmarked against. Obviously a graduate level job is one leaving destination measured, but another, equally important destination is further/postgraduate studies.
The webinar revolved around the current situation in transition from UG to PG (Taught and/or Research) studies. It started off with a very clear overview of current transition numbers, which HE disciplines are better than other in progression to PG studies, and what various institutions are doing to promote this transition both internally and externally. Also, the presentation showed PG Taught studies seem to have been forgotten about in institutional policies. The data was very interetsing and makes something I am going to read up on to discuss with colleagues.
I think the main message of the webinar was that the evidence-base is very limited, specifically because HEIs are not very good in keeping and monitoring information in this area. The recommendations (see below) were very clear, and to me make sense. I have taken away some useful pointers for me as a course manager, and was particularly interested in the concept of using our PG transition numbers as an indicator of how we develop a culutre of scholarship.
The full findings of the EA research project discsussed during this seminar can be found here. I think the report makes very good reading and food for thought. There are some simple things we can do to support UG students who are interested in or would like to find out about PG studies.
The webinar was recorded, and can be found here for future watching. This was my first HEA Webinar, and I enjoyed the experience, so I will be looking out for future events. The next event is scheduled for June. I will be there, will you?
1 June 2016, 12:30-14:00
Professor Pauline Kneale and members of the PedRIO team at Plymouth University will discuss their latest HEA-funded research which explores how best we can evaluate teaching development in HE. In addition to a literature review, the team have developed an evidence-informed toolkit which can be used to evaluate teaching development and CPD. It will be of interest to anyone who wants to understand how these activities impact and influence teaching, learning and the broader student experience.
During the Writtle College HE Open Day yesterday, one of the parents accompanying their daughter asked me why our UCAS Tariff for the new Integrated Master in Bioveterinary Science was so much lower than similar courses at other HEIs.
At the time, my answer was that I don’t believe that the decisions young people make in their early education journey and/or circumstances in their life when they are 16-18 years old should define their chances of entering higher education and their chances of becoming a successful graduate.
When I got home later that day, I started thinking more about this, and suddenly I remembered a TED talk I was shown in one of the workshops I took for my PgCert in Higher Education Practice. The talk was by Angela Duckworth and describer her research into “grit”.
Grit, or in my words “sheer hard word and dedication”, is something that is really important in higher education, especially in the transition from secondary education. In her talk, Angela refers to work done on Mindset Theory by Carol Dweck, who has also given a TED talk on the subject:
I strongly identify with the idea of Growth Mindset in young people, especially when they just arrive at university. Some of my most successful students have come in with entry profiles which were not even close to being considered at various “elite” institutions and graduated with first class honours degrees, after which they obtained postgraduate studies places at the institutions where they were rejected a mere 3 years earlier. Similarly, I see students with stellar entry profiles who don’t make it through year 1, because for the first time in their education journey they are confronted with setbacks and they fail to deal with it.
I am of the opinion that, with hard work, dedication and an open mind (or in other words grit and a growth mindset), candidates with less than ideal entry profiles can become successful HE graduates. Perhaps not all of them graduate with a first class award, but a student who works as hard as they can, takes up all opportunities they are offered, and who is passionate about what they do and ends up achieving a 3rd class or 2:2 class award is a successful graduate in my book. Mainly because the grit and mindset they have shown during their higher education journey will serve them really well further on in their career. These students have a bright future…
I plan on showing this videos on grit and growth mindset to new first year students next academic year, in the hope that it inspires them to think about their future and how they are going to get there.
I was cleaning out my storage space at my dad’s house as he is moving and the place has been sold. Whilts going through boxes I came across the following tech:
The left phone was my very first mobile phone, bought roughly 14 years ago. The right one is the one I am currently writing this post on. It made me reflect for a minute on how fast technology has developed, and how the practice of bioscience education had evolved. Who would have thought 14 years ago that mobile phone would become edicational tools, and students would use mobile devices during lectures to support their learning? It makes me wonder what the future brings…
In an attempt to freshen up my materials on academic reading and writing for my undergraduate students, I obtained a copy of Northey and Aderkas’ Making Sense: A student’s guide to research and writing.
What appealed to me was the really back-to-basics approach of the book. It is aimed at students, and covers topics like planning to write, errors in grammar and usage, misused words (anyone remember the effect/affect mystery?), but also addresses the use of illustrations and working in groups.
I am slowly making my way through the book, but so far I must say I am impressed. It is a very accessible textbook, written in a clear and easy to understand manner. It uses lots of examples of good and bad practice and even discusses how to approach writing for exam questions.
All that is left now is to start updating my notes and hand outs. If only I had unlimited time…
Northey, M. and von Aderkas, P. (2015) Making Sense: A students guide to research and writing – Life Sciences (2nd edition). Oxford: Oxford University Press. ISBN 978-0-19-901028-8. Find it here.
Since enrolling on the PgCert in Higher Education Practice (PGCHEP) at the University of Essex in 2010-2011 I feel that I have made significant progress in terms of my teaching ability and my knowledge and understanding of working in an academic institution. However, the journey has been a rather unconventional, if not odd one.
I started a full-time fully funded PhD as a graduate teaching assistant in September 2010, only to give that up in January 2012 after being offered a full-time lecturing position. For a while I tried to combine a full-time lectureship with a part-time PhD, but I quite quickly realised this was not feasible. The academic workload did not allow for sufficient time to be spent on my research, which meant I was not able to meet the deadlines for part-time PhD students. After giving up this project, it took me a while to find something else, but in 2013 I started a new research programme, with the idea of working towards a PhD by publication. Initially, this went very well: I managed to recruit undergraduate and postgraduate students on the programme and was successful in applying for various grants. However, in July 2014 I was asked to take on a course management role in return for a promotion to senior lecturer. I accepted the offer, and as a result have had to reduce the amount of time I spent on research. I simply did not have enough time in the lab to be developing research ideas into papers.
Simultaneously, my teaching role has undergone tremendous change in a short period of time too. As a GTA I started supporting and teaching practical sessions. I enjoyed doing this, so quite quickly I was given more responsibility and started lecturing undergraduate students. When I became a lecturer, I started in the middle of an academic year. I rather was dropped in at the deep end, which meant I did not have a lot of time to develop teaching material or prepare for lectures. This mean that initially, I taught my first semester using other colleagues’ material. This was a difficult process and in retrospect I am not sure the students really benefitted from those lectures. However, as time went on I found time to develop lectures further by making notes in my powerpoints at the end of a session with things I wanted to change. This meant that I could amend the lecture before it was due for the next cohort of students.
I also learned some useful tips and tricks at a two-day HEA seminar for new academic bioscience staff, and during various PGCHEP workshops. I developed my lectures, and in turn, I had much more engagement with my students at the start of the 2012-2013 academic year. I moved from “recycling” other peoples’ assessments to writing my own, and I become much more aware of constructive alignment theory from attending PGCHEP sessions and reading some good papers. My module feedback has generally been good, with students often commenting positively on how I organise modules. For example, I have the habit of routinely providing key papers on Moodle rather than relying on students to find them. I then support this by giving students the URLs of search strategies for certain topics, so that when they use the link it returns a useful collection of further papers. This means I can be sure my students know which papers I want them to read, and where to find further material. By doing this, I have agreed with students that the papers provided are discussed in the lectures, and in turn they become “fair game” for exam questions (especially at level 6). Students seem to appreciate this, and I have noticed that my level 6 students are happy to refer to key papers in context of newer findings in their exam answers.
My administrative roles have also evolved quickly over time. When I just started lecturing I became the year supervisor for first year students. This meant I was responsible for the academic (and to a degree pastoral) care for all first year students. I quite happily engaged with this and enjoyed the interaction. I strongly feel that investing time and energy in developing an academic relationship and engagement in the first year will benefit not only the students, but also me during year 2 and 3 of their case. It makes teaching more interesting and it becomes easier to get reliable feedback on my performance and the student experience.
Early on in my lectureship, I was asked to observe the Periodic Degree Scheme Review (PDSR) for the HE Professional Floristry scheme. I found it very challenging, as at the time I did not really know what I was doing. However, during the PDSR event I quickly learned the benefit of the process. This resulted in me volunteering to be on the Course Development Review (CDR) panel and the Course Validation panel for the then new BSc (Hons) Equine Behaviour programme, and I became a core member of the Veterinary Physiotherapy course development team. This meant I have had experience from both sides of the course (re)validation process, and I have had time to fully develop this. As a result, when I became course manager in 2014, I also became the coordinating author of the HE Animal scheme PDSR.
I found this a very challenging project for a number of reasons. Firstly, the HE Animal scheme is one of the largest in the College, and I was responsible for rationalising the scheme’s offer of 13 courses to 7. Secondly, it meant I had to coordinate and lead a team of very busy academics who have a varied level of engagement with course development, and who are at times rather adverse to change in both content and assessment methods because it affects their workload. Thirdly, I quickly realised that inventive course design and innovative assessment can easily be undone by institutional partnership politics which are out of my control. Especially this last reason has caused me to seriously doubt my interest in course development and course management and has even led to me applying for a job outside of academia.
So where does this leave me now? My research is not really going anywhere, I have an extremely busy teaching load and my interest and motivation for course management and course development have seriously been challenged. To start with, I have accepted that I have no interest in becoming a “research scientist”. Instead, I am comfortable with being a science (education) practitioner, which to me is distinctly different. Working at Writtle will always mean that research comes second to teaching, but this does not mean I can’t do research. I will have to be good at enabling students to do research, and mainly work on small industry-linked projects. In addition, my research interests have shifted from lab-based research to desk-based evidence-based animal health research. Finally, I have found that, through doing my maths support research project, I have developed a genuine interest in higher education practitioner research. As a result, I am in the process of applying for a place on the professional doctorate in education (EdD) programme at Anglia Ruskin University. My research area will be evidence-based decision making in course management, with the hope of making a difference to the College, as well as it’s students.
Teaching-wise, I still have a full teaching load. However, I have found that over time it becomes easier to update lectures, and preparation takes less time. I have had to write new modules, and have overhauled assessment strategies as part of the HE Animal PDSR. However, the new and updated modules now include a larger variety in assessment methods, and overassessment has been reduced. Finally I now regularly assist newer members of staff with queries regarding assessment and administrative duties. I found that, since becoming course manager, I am asked for advice more often, but I am now also responsible for problem-solving and overall course administration, which includes reflecting on course years in the Annual Review of Courses (ARC). Although I enjoy doing this and find it very useful, the fact that the ARC needs approval of the same person who frustrated me so much during the recent PDSR made this a challenging task.
Finally, I am happy to say I have not given up on course development. I have been tasked to write the new four-year integrated masters course in bioveterinary science. I agreed to do this since it is the very first Writtle-only award after the College obtained Taught Degree Awarding Powers, and I have been awarded 0.2 FTE remission from teaching duties for it. To date, my course outline plans have been approved by the College’s Senior Management Team and Academic Board, with colleagues I have successfully applied for a significant grant to support investment in resources for this course, and I am fully responsible for the development of the course. Because of my experience during the HE Animal PDSR, I am now more comfortable coordinating a team of academics, and in taking initiative and making course-level decisions when I feel it necessary. This has made the course development more enjoyable. I strongly feel I am writing a very innovative programme, with built in short courses and professional workshops, professional accreditation and benefits to students lasting long after their graduation. The fact that the Validation event for this course is not subject to partnership agreements has made me confident that there is no political bias and the course will be judged on its academic merit.
In summary, my main aims at the start of PGCHEP were to expand my teaching toolbox, to find more ways of varying my teaching style, move away from traditional lecture format and develop my research skills. I feel that I have come a long way in meeting these aims and have quite quickly gone beyond them and progressed to developing other areas of my career. Looking back at the initial reflective and planning exercises for this course I can firmly say that I am progressing well with meeting the short term and medium term goals, and have even made some great leaps in some of my long term goals. I am very happy with the opportunities that PGCHEP has afforded me in terms of opening the way to a more pedagogic way of thinking, as this has developed my career in many positive ways. I am looking forward to starting the EdD and the contribution it will make to my practice. Upwards and onwards!
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