Academic Practice for PhD Students Course Guide 2014-15

GkADUA1L SCnCCL Academ|c ract|ce for hD Students and Lar|y Career kesearchers Modu|e Gu|de 2014-1S CCLuSMl1PS unlvL8Sl1? Cl LCnuCn 1 IN1kCDUC1ICN AND WLLCCML 1hls module provldes an lnLroducLlon Lo academlc pracLlce for research sLudenLs who are almlng Lo become academlcs. 1he module alms Lo help sLudenLs embrace an lnLellecLual vocaLlon as Leachers, wrlLers and publlc lnLellecLuals. lL focuses on Lhe four cenLral aspecLs of academlc pracLlce: learnlng and Leachlng, research, wrlLlng and publlcaLlon, admlnlsLraLlon, and publlc lmpacL and engagemenL. 1he module offers an opporLunlLy Lo reflecL on our pracLlce as academlcs and Lo explore boLh Lhe meanlng and value of unlverslLy Leachlng and Lhe publlc value of academlc research and scholarshlp.ln Lhls sense, lL offers a space for hu sLudenLs and early career researchers Lo galn skllls and experlence LhaL wlll help Lhem lmaglne Lhelr nexL sLeps as academlc Leachers, wrlLers and engaged lnLellecLuals. lL wlll also offer an opporLunlLy Lo explore Lhe wlder conLexL of changes wlLhln hlgher educaLlon and Lhe new academlc envlronmenL and Lhe lmpllcaLlons Lhese changes have for professlonal pracLlce. 1AkGL1 GkCU, nIGnLk LDUCA1ICN ACADLM (nLA) ACCkLDI1A1ICN AND 1nL Uk kCILSSICNAL S1ANDAkDS IkAMLWCkk (UkSI) 1he module ls almed aL sLudenLs ln Lhelr second or Lhlrd years of full-Llme sLudy, or equlvalenL for parL-Llme sLudenLs. lL bullds on Lhe generlc Lralnlng provlded for sLudenLs ln Lhelr flrsL year.ln addlLlon, Lhls module ls open Lo faclllLaLe Lhe professlonal developmenL of conLracL researchers and posL-docLoral researchers ln llne wlLh 1he ConcordaL Lo SupporL Lhe Career uevelopmenL of 8esearchers (hLLp://www.researchconcordaL.ac.uk/). 1he module ls accredlLed and recognlsed by Lhe Plgher LducaLlon Academy (PLA). Cn successfully compleLlng Lhe module sLudenLs wlll be ellglble Lo apply for PLA lellowshlp aL AssoclaLe level. lease noLe: 1here ls a fee for lndlvlduals who sLarLed Lhelr course afLer 1 AugusL 2014 who are applylng for professlonal recognlLlon vla PLA accredlLed provlslon and who are noL employed by a subscrlblng lnsLlLuLlon.lurLher lnformaLlon ls avallable on Lhe PLA webslLe (hLLps://www.heacademy.ac.uk/professlonal-recognlLlon/hea-fellowshlps/accredlLed-rouLe-hea-fellowshlp). 1he programme draws heavlly on Lhe uk rofesslonal SLandards lramework (ukSl). 1hls ls a secLor-wlde lramework for recognlslng and benchmarklng Leachlng and learnlng supporL roles wlLhln Plgher LducaLlon. lL glves a general descrlpLlon of: Areas of AcLlvlLy Core knowledge rofesslonal values 2 1he descrlpLors Lhen ouLllne Lhe level aL whlch you wlll be underLaklng or demonsLraLlng Lhese dlmenslons, as an academlc pracLlLloner. Academlc racLlce ls LargeLed aL hu sLudenLs and early career researchers who may have llLLle or no experlence of Leachlng or Lhe wlder naLure of an academlc vocaLlon and here Lhe ukSl ls parLlcularly useful, as lL arLlculaLes expecLaLlons for Lhelr professlonal llfe. ln Lhe module we wlll explore and work Lhrough Lhe framework, whlch ls avallable on Lhe Academlc racLlce module area of Lhe ColdsmlLhs vlrLual Learnlng LnvlronmenL (hLLps://learn.gold.ac.uk/).Academlc racLlce alms Lo address Lhe speclflc aspecLs of effecLlve Leachlng, deslgnlng learnlng maLerlals, learnlng meLhods and professlonal values ldenLlfled wlLhln uescrlpLor 1 of Lhe lramework. 1he module provldes a sLrucLured envlronmenL Lo engage wlLh Lhe dlmenslons of Lhe ukSl and llnk Lhls Lo Lhe pracLlcallLles and everyday reallLles of academlc llfe. MCDULL AIMS AND LLAkNING CU1CCMLS 1he module alms Lo: SupporL you ln your developmenL as an academlc and provlde an lnducLlon ln Lhe Leachlng and learnlng skllls LhaL form Lhe basls of Lhe uk rofesslonal SLandards lramework (ukSl) for Leachlng and supporLlng learnlng ln hlgher educaLlon, rovlde an lnLroducLlon Lo learnlng and Leachlng for sLudenLs who do noL have Lhe mlnlmum Leachlng commlLmenL Lo allow Lhem Lo parLlclpaLe ln Lhe osLgraduaLe CerLlflcaLe ln Lhe ManagemenL of Learnlng and 1eachlng, rovlde C8 sLudenLs who successfully compleLe Lhe module (or are exempLed Lhrough Lhe ALL sysLem) and Lhe assessmenL wlLh AssoclaLe racLlLloner SLaLus wlLh Lhe Plgher LducaLlon Academy, Clve you key Lransferable skllls ln academlc pracLlce LhaL lnclude publlcaLlon, applylng for research fundlng and publlc engagemenL Lhrough research, rovlde a focus for self-developmenL for you ln your early years as an academlc pracLlLloner. 3 Cn successful compleLlon of Lhls module parLlclpanLs wlll be able Lo: LLAkNING CU1CCMLSUkSI Mapp|ng LC1ueslgn learnlng acLlvlLles, Leachlng maLerlals and programmes of sLudy. A1, k2, k4 LC2uevelop an undersLandlng of Lhe relaLlonshlp beLween pedagogy and professlonal developmenL LhaL lncorporaLesresearch,scholarshlpandLhe evaluaLlon of professlonal pracLlces. A3, v3 LC3Clve well-sLrucLured and compelllng presenLaLlons lnformed by research. A1, k4, v3 LC4CrlLlcally reflecL on Lhe lmpacL of Lhelr scholarly work wlLhln Lhe sub[ecL dlsclpllne on Lhe enhancemenL of learnlng and Leachlng and LranslaLe Lhelr research lnLo Leachlng maLerlals. k1, k2, A3 LC3uevelopanundersLandlngofapproprlaLewaysLoevaluaLeLhe effecLlvenessofLeachlngandLherangeofmechanlsmsLoellclL sLudenL feedback. k3, A4, A3 LC6CrlLlcally evaluaLe Lhe deslgn of assessmenL and feedback LhaL promoLes lncluslve learnlng. k3, k3, v1, v2 LC7uevelop an awareness of equallLy of opporLunlLy ln learnlng and Lhe lssue of wldenlng parLlclpaLlon ln hlgher educaLlon. v1, v2, v4 LC88eflecL on Lhelr own professlonal values, Leachlng approach and wlder conLrlbuLlon Lo learnlng communlLles ln relaLlon Lo quallLy assurance. k6 LC9losLer research-led Leachlng Lhrough supporLlng professlonal developmenL ln relaLlon Lo academlc wrlLlng, publlcaLlon and applylng for research fundlng. A3 MCDULL CU1LINL 1hls module plus Lhe assoclaLed assessmenL Lask provldes 30 CA1S polnLs aL M level. 1he assessmenL ls focused around Lhe relaLlonshlp beLween research and Leachlng, and Lhe evaluaLlon of Leachlng. lL ls deslgned Lo supporL you ln undersLandlng how Lo brlng your research and assoclaLed experLlse Lo a varleLy of non-experL audlences, lncludlng undergraduaLe and M level sLudenLs, Lo prepare you for laLer Leachlng experlence. none of Lhe elemenLs of Lhe module ls compulsory. ?ou may Lake some or all of 4 Lhe sesslons provlded (for example, sLudenLs Laklng Lhe CCerL ln Lhe ManagemenL of Learnlng and 1eachlng may sLlll wlsh Lo Lake elemenLs of Lhls programme ln areas LhaL are noL covered by Lhe CCerL), buL lf you wlsh Lo be consldered for PLA accredlLaLlon,orgeLaColdsmlLhsLranscrlpLsaylngyouhavecompleLedLhe module, you musL Lake Lhe whole module (or be glven exempLlon Lhrough ALL) and compleLe Lhe assoclaLed assessmenL Lask. 1IMLS AND LACLS CI MLL1INGS Durat|on 16 sesslons of Lwo hours durlng Lhe sprlng and summer Lerms, plus a one-day workshop offerlng opporLunlLlesforpresenLaLlonandLeachlng pracLlce. Also, one hour per sLudenL LuLorlal Llme for Lhose compleLlng Lhe assessmenL Lask ls avallable Lo all sLudenLs. Dates Semlnars: Wednesdays, 10am Lo 12pm, 21sL !anuary Lo 23Lh March and 29Lh Aprll Lo 17Lh !une, 2013. Cne-day workshop: Wednesday 29Lh Aprll, 2013 10am-4pm. LUS: !"##$%&'() +,-%('() '( $(+'(, .$(&,/&0 1utors: ete koberts and 1|na kowe SLudenLs are lnvlLed Lo slgn up for a mlnlmum of Lwo of Lhe workshops run by Lhe 1eachlng and Learnlng lnnovaLlon CenLre (1aLlC). 1hese provlde boLh LheoreLlcal and pracLlcal approaches Lo lncorporaLlng a wlde range of learnlng Lechnologles lnLo Plgher LducaLlon Leachlng. Workshops wlll vary from year Lo year and can be adapLed Lo accommodaLe areas of parLlcular lnLeresL Lo sLudenLs.1aLlC workshops are usually dellvered onllne wlLh an lndlvldual personal LuLor, some may lnclude face Lo face sesslons. 3 S1AII MoJole co-otJlootot: Chrls lrench, CraduaLe School/ueparLmenL of sychology AssoclaLe ro-Warden (8esearch lnLegrlLy) Module admlnlsLraLor: Carole 8lrd, CraduaLe School SecreLary (c.blrd[gold.ac.uk) 1eocbloq stoff. Ienny 8a|nDepartment of Des|gn Sarah earce Department of Lducat|ona| Stud|es Sa||y 8ea|esDepartment of sycho|ogy Mary C|a|re na|vorson1each|ng and Learn|ng Innovat|on Centre(1aLIC) Les 8ackDepartment of Soc|o|ogy Iames arryUk kesearch Integr|ty Cff|ce (UkkIC) L||zabeth W||||amsGo|dsm|ths L|brary Mur|e| Sw|[ghu|sen ke|gersbergGo|dsm|ths kesearch Cff|ce I|ona GabbertDepartment of sycho|ogy Chr|s IrenchDepartment of sycho|ogy Cathryn 1hompsonGo|dsm|ths ua||ty Cff|ce ASSLSSMLN1 1he module ls assessed Lhrough Lhe followlng asslgnmenL: 1ake an aspecL of your own research. ueslgn some learnlng maLerlals or a serles of Leachlng sesslons (for face-Lo-face or onllne use) Lo Leach Lhls Lo a speclflc group of sLudenLs (sLaLe Loplc and level). WrlLe a 3000-word commenLary on Lhe learnlng maLerlals and Lhelr relaLlonshlp Lo your research, lncludlng an explanaLlon of whaL you have chosen Lo emphaslse and why, a [usLlflcaLlon for your approach, and how you would evaluaLe Lhe success or oLherwlse of Lhese maLerlals. A copy of your asslgnmenL should be senL e|ectron|ca||y on or before Lhe deadllne of 1st September 201S, Lo Lhe CraduaLe School Cfflce aL graduaLeschool[gold.ac.uk. (n.8. 1he word llmlL of 3000 ls for Lhe commenLary only, Lhe Leachlng/learnlng maLerlals should be submlLLed ln addlLlon Lo Lhe 3000-word commenLary.) 1he asslgnmenL ls deslgned Lo address Lhe uk rofesslonal SLandards lramework (ukSl) for supporLlng Leachlng and learnlng ln Lwo areas of acLlvlLy, namely: Ateo of octlvlty 1 (A1): ueslgn and plannlng of learnlng acLlvlLles and/or programmes of sLudy. 6 Ateo of octlvlty 5 (A3): Lngage ln conLlnulng professlonal developmenL ln sub[ecLs/dlsclpllnes and Lhelr pedagogy, lncorporaLlng research, scholarshlp and Lhe evaluaLlon of professlonal pracLlce. ln your asslgnmenL we ask you Lo show an awareness of your engagemenL wlLh Lhe ukSl.Also, you are expecLed Lo demonsLraLe an undersLandlng of and apply approprlaLe core knowledge of: 1.?our sub[ecL maLerlal, 2.ApproprlaLe meLhods for Leachlng and learnlng ln your sub[ecL area and aL Lhe level of Lhe academlc programme, 3.Pow sLudenLs learn, boLh generally and ln your sub[ecL area, 4.1he use of approprlaLe learnlng Lechnologles, 3.MeLhods for evaluaLlng Lhe effecLlveness of Leachlng, 6.1he lmpllcaLlons of quallLy assurance and enhancemenL for professlonal pracLlce. ?ouarealsoexpecLedLodemonsLraLeundersLandlngofandengagemenLwlLhLhe followlng professlonal values: 1.1he needs of lndlvldual learners, 2. CommlLmenL Lo lncorporaLlng Lhe process and ouLcomes of relevanL research, scholarshlp and/or professlonal pracLlce, 3.CommlLmenL Lo Lhe developmenL of learnlng communlLles, 4.CommlLmenL Lo encouraglng parLlclpaLlon ln hlgher educaLlon, acknowledglng dlverslLy and promoLlng equallLy of opporLunlLy, 3.CommlLmenL Lo conLlnulng professlonal developmenL and evaluaLlon of pracLlce. 1U1CkIAL SUCk1 ICk CUk ASSLSSMLN1 1uLorlal supporL wlll be provlded by a member of academlc sLaff wlLh wlde-ranglng Leachlng experlence. SLudenLs wanLlng Lo use Lhe module Lo galn ColdsmlLhs cerLlflcaLlon and PLA accredlLaLlon Lhrough Lhe assessmenL Lask wlll each be enLlLled Lo a one-hour LuLorlal (Lhough Lhere ls an opLlon Lo spllL Lhls lnLo Lwo 30 mlnuLe sloLs).We also advlse you Lo consulL wlLh your hu supervlsor abouL your assessmenL parLlcularly wlLh regard Lo Lhe cholce of Lhe sub[ecL maLerlal and approach Lo Leachlng wlLhln your academlc dlsclpllne. AppolnLmenL Llmes wlll be clrculaLed by Lhe CraduaLe School ln Aprll and May and sLudenLs are advlsed Lo have a meeLlng before Lhe end of Lhe lecLure semlnar programme. ast exper|ence has shown that students who take advantage of th|s offer of tutor|a| support are much |ess ||ke|y to fa|| the|r ass|gnments. 7 MAkkING CkI1LkIA AsslgnmenLs are awarded a dlsLlncLlon, pass or fall.lormaLlve feedback wlll be glven Lo all Lhose submlLLlng an asslgnmenL. A d|st|nct|on wlll be awarded where Lhere ls evldence of: LxLenslve lndependenL research of llLeraLure relaLed Lo learnlng and Leachlng. Applylng Lhelr undersLandlng Lo Lhelr own Leachlng deslgn, dellvery or assessmenL ln a hlghly effecLlve and/or orlglnal and lnnovaLlve way. ArgumenLs and Lhe presenLaLlon of evldence LhaL demonsLraLe advanced reasonlng and are enLlrely fluenL, wlLh evldence of an lndlvldual sLyle. An advanced capaclLy Lo asslmllaLe Lhe modules main learning outcomes and an appreclaLlon of professlonal values ln learnlng and Leachlng. A pass wlll be awarded where Lhere ls evldence of: An appreclaLlon of Lhe llLeraLure relaLed Lo learnlng and Leachlng. An ablllLy Lo apply Lhelr undersLandlng Lo Lhe developmenL of Leachlng deslgn, dellvery and assessmenL and consLrucL a coherenL Leachlng plan. Advanced reasonlng and lucld argumenL. 1he capaclLy Lo asslmllaLe Lhe modules maln learnlng ouLcomes andan appreclaLlon of professlonal sLandards. Afa||wlllbeawardedwhereLherelsaslgnlflcanLfallureLoachleveapproprlaLe learnlng ouLcomes where: use of relevanL llLeraLure ls exLremely llmlLed or absenL. 1here ls llLLle or no crlLlcally reflecLlve or relevanL reference Lo own academlc pracLlce. The submission focus is entirely the participants disciplinary research or lnLeresLs, havlng no pedagoglc conLenL. N8: ALL GkADLS AWAkDLD AkL kCVISICNAL UN1IL kA1IIILD 8 1nL 8CAkD CI LkAMINLkS. In ||ne w|th Co||ege kegu|at|ons, extens|ons to the stated dead||ne for subm|ss|on are not poss|b|e. If for any reason you cannot subm|t your ass|gnment w|th|n the stated dead||ne, you shou|d |mmed|ate|y comp|ete and subm|t to the Graduate Schoo| off|ce an Lxtenuat|ng C|rcumstances form (ava||ab|e on the Go|dsm|ths V|rtua| Learn|ng Lnv|ronment, https:]]|earn.go|d.ac.uk]). our ass|gnment w||| be marked but the 8oard of Lxam|ners, hav|ng cons|dered the reasons for your fa||ure to meet the dead||ne, w||| dec|de whether or not the mark shou|d stand. Shou|d your ass|gnment fa||, you w||| be a||owed to re-subm|t once before the end of the ca|endar year. 8 kLADING kLSCUkCLS AND 1nL VIk1UAL LLAkNING LNVIkCNMLN1 1he llsL below ls only lndlcaLlve. lurLher suggesLlons and advlce on recommended readlng and learnlng resources relaLlng Lo each sesslon wlll be offered on Lhe ColdsmlLhs vlrLual Learnlng LnvlronmenL (hLLps://learn.gold.ac.uk/) and wlll lnclude downloadable pdfs, owerolnL slldes, on-llne mulLl-medla maLerlals, recordlngs of lecLure presenLaLlons. Cn sLarLlng Lhe module sLudenLs should [oln lmmedlaLely Lhe Academlc racLlce module area on Lhe vlrLual Learnlng LnvlronmenL (hLLps://learn.gold.ac.uk/) ln order Lo boLh access supporLlng maLerlals and parLlclpaLe ln on-llne dlscusslon forums. Alexander, 8ryan Web 2.0: A new Wave of lnnovaLlon for 1eachlng and Learnlng? uucAu5 kevlew, vol. 41, no. 2 (March/Aprll 2006): 3244. 8ack, L.(2011)Academlculary[freeon-llnelearnlngresource] hLLp://www.academlc-dlary.co.uk/ 8ack, L. (2008) 'SoclologlsLs 1alklng', 5ocloloqlcol keseotcb Oolloe 13(6)3 hLLp://www.socresonllne.org.uk/13/6/3.hLml 8ack, L. (2007) 1be Att of llsteoloq, 8erg. 8aume,u.and8aume, C.(1996) leotoloqto1eocb- Mokloqlteseototloos Cxford CenLre for SLaff uevelopmenL. 8aLe, !. (2011) 1be lobllc voloe of tbe nomooltles 8loomsbury Academlc 8ecker, Poward (2007) wrlLlng fot soclol scleotlsts. bow to stott ooJ flolsb yoot tbesls, book, ot ottlcle, unlverslLy of Chlcago ress. 8ecker, Poward (2007) 1ellloq Aboot 5oclety, unlverslLy of Chlcago ress. 8ell, M. (2001) 'SupporLed 8eflecLlve racLlce: A rogramme of eer CbservaLlon and leedback for Academlc 1eachlng uevelopmenL.' lotetootloool Iootool fot AcoJemlc uevelopmeot 6 (1): 29-39. 8lggs, !ohn (2003) 1eocbloq fot Ooollty leotoloq ot uolvetslty Cu ress/S8PL Bonk, Curtis (2004) The Perfect E-SLorm: emerglng Lechnology, enormous learner demand, enhanced pedagogy, and erased budgets hLLp://www.obhe.ac.uk/producLs/reporLs/publlcaccesspdf/8onk.pdf 8oud, u, lalchlkov, n (2007) ketblokloq Assessmeot lo nlqbet Jocotloo. ocootoqloq post-uolvetslty leotoloq, 8ouLledge. 8oud, u. (1999) 'SlLuaLlng Academlc uevelopmenL ln rofesslonal Work: uslng eer Learnlng' lotetootloool Iootool of AcoJemlc uevelopmeot 4 (1): 3-10 8oud, u. and Walker, u. (2002) 'romoLlng 8eflecLlon ln rofesslonal Courses: 1he Challenge of ConLexL.' ln Parrlson 8 eL al (eds) 5oppottloq llfelooq leotoloq volome 1, London: 8ouLledge / larmer pp 91-110 8ourdleu, lerre, (1988) nomo ocoJemlcos ttoosloteJ by eLer Colller, SLanford unlverslLy ress. 8rlnko,k(1993)'1heracLlceofClvlngleedbackLolmprove1eachlng:WhaLls LffecLlve?' Iootool of nlqbet Jocotloo 64 (3): 374-394. 8rookfleld, S (2001) '1hrough Lhe Lens of Learnlng' ChapLer 3 leotoloq, 5poce ooJ lJeotlty ed aechLer, Carrle,Ldwards, 8lchard, Parrlson, 8oger and 1wlnlng, 9 eLer, aul Chapman ubllshlng. 8rown, C. and endlebury, M. (1992) Assessloq Actlve leotoloq CvC unlverslLles' SLaff uevelopmenL and 1ralnlng unlL. 8rown,Ceorge,8ull,!.andendelbury,M.(1997)Assessloq5toJeotleotoloqlo nlqbet Jocotloo, 8ouLledge. 8runer,!S(2006)lo5eotcbofleJoqoqy.1beselecteJwotksofIetome8tooet, 8ouLledge 8uLcher, C, uavles, C, PlghLon, M (2006) ueslqoloq leotoloq. ltom moJole ootlloe to effectlve teocbloq, 8ouLledge. Carbone, L. (1998) 1eocbloq lotqe closses - 1ools ooJ 5ttoteqles. Survlval Skllls for Scholars Serles, SACL. Clegg, S. (2003) 'roblemaLlslng Curselves: ConLlnulng rofesslonal uevelopmenL ln PlgherLducaLlon'lotetootlooolIootoolfotAcoJemlcuevelopmeot8(12): 37-30. Clegg, S., 1an, !. and Saeldl, S. (2002) '8eflecLlng Cr AcLlng? 8eflecLlve racLlce and ConLlnulng rofesslonal uevelopmenL ln Plgher LducaLlon.' keflectlve ltoctlce 3 (1): 131-146. Coffleld, lrank (2004) leotoloq 5tyles ooJ leJoqoqy lo post-16 leotoloq (LS8C) Colllnl, S. (2012) wbot ote uolvetsltles lot?, enguln. Collls,8eLLyand!efMoonen(2001)llexlbleleotoloqlooulqltolwotlJkogan age. Ldwards, P., SmlLh, 8., Webb, C. (eds) (2001) lectotloq cose stoJles, expetleoce ooJ ptoctlce kogan age LpsLeln, u., 8oden, 8. and kenway, !. (2004) The Academics Support Kit, Sage Luropean Commlssion, Brussels (2006) The future of ICT and learning in the knowledge society ftp://ftp.jrc.es/pub/EURdoc/eur22218en.pdf Lvans, Mary. (2004) klllloq 1blokloq. tbe ueotb of tbe uolvetsltles, ConLlnuum. Lxley, k.anduennlck,8.(2004)Clvloqolectote.ltomlteseotloqto1eocbloq LffecLlve 1eachlng ln Plgher LducaLlon Serles, 8ouLledge lalmer. Lxley,k.anduennlck,8. (2004)5mollCtoop1eocbloq,1ototlols5emloots o o J8eyooJ ffectlve 1eachlng ln Plgher LducaLlon Serles, 8ouLledge lalmer. Clbbs,C.and!enklns,A.(1992)1eocbloqlotqeclosseslonlqbetJocotloo. kogan age. Clllese, L, Lennon, M Mercer, , Murray, P, and 8oblnson, M (1996) Ethical Principles ln unlverslLy Teaching 5oclety fot 1eocbloq ooJ leotoloq lo nlqbet Jocotloo. Pabeshaw,S.,Clbbs.C. and Pabeshaw, 1. (2000) lotetestloq 1bloqs 1o uo lo oot 5emloots ooJ 1ototlols 1echnlcal and LducaLlonal Servlces LLd Palnes,C.(2004)AssessloqStudentswtltteowotk.MotkloqssoysooJkepotts LffecLlve 1eachlng ln Plgher LducaLlon Serles, 8ouLledge lalmer. Plgher LducaLlon Academy (2011) 1be uk ltofessloool 5tooJotJs ltomewotk fot teocbloqooJ 5oppottloq leotoloq lo nlqbet Jocotloo, PLA hLLp://www.heacademy.ac.uk/ukpsf Polmwood, P. (2011) A Moolfesto fot tbe lobllc uolvetslty. 8loomsbury Academlc !acques, uavld. (2000) leotoloq lo Ctoops kogan age. !arvls, (1993) ChapLer 3 AJolt ooJ cootlooloq Jocotloo 8ouLledge. !enklns,AlanandPealey,M.(2003)lostltotloool5ttoteqlestollok1eocbloqooJ 10 keseotcb 1he Plgher LducaLlon Academy. !enklns, A. eL al (2003), ke-sboploq 1eocbloq lo nlqbet Jocotloo. llokloq 1eocbloq wltb keseotcb SLuA Serles, kogan age. kahn,,Walsh,L(2006)ueveloploqyoot1eocbloq.lJeos,loslqbtooJoctloo 8ouLledge. kamler, 8, 1hompson, (2006) nelploq uoctotol 5toJeot wtlte. leJoqoqles fot sopetvlsloo 8ouLledge. keLLerldge, S., Marshall, S. and lry, P. (2002) 1be ffectlve AcoJemlc koqoo age klng,P.(2004)ContinuingrofesslonaluevelopmenLlnPlgherLducaLlon:WhaL uo Academics Do? laneL 13 pp 26-29 kugel, . (1993) 'Pow rofessors uevelop as 1eachers.' 5toJles lo nlqbet Jocotloo 18 (3): 313-328. Laurlllard, u. (2002) ketblokloq uolvetslty 1eocbloq 8ouLledge lalmer. Leonard, u. (2001) A Womans Guide to Doctoral Studies Cpen unlverslLy ress Maclarlane,8ruce(2003),1eocbloqwltbloteqtlty-tbetblcsofnlqbetJocotloo ltoctlce, 8ouLledge lalmer. Mcnamara, u. and Parrls, 8. (1997) Ovetseos 5toJeots lo nlqbet Jocotloo 8ouLledge lalmer Moon, !. (2002) 1be MoJole ooJ ltoqtomme uevelopmeot nooJbook kogan age neumann, 8., arry, S. and 8echer, 1. (2002) 1eocbloq ooJ leotoloq lo tbelt Jlsclpllootycootexts.ocooceptoolooolyslsSLudleslnPlgherLducaLlon27 (4): 403-417. eel, u. (2003) Dual Professionalism: laclng Lhe Challenges of ConLlnulng rofesslonaluevelopmenLlnLheWorkplace?'keflectlveltoctlce6(1):123- 140 rosser,Mlchaeland1rlgwell,kelLh(1999)uoJetstooJloqleotoloqooJ1eocbloq 1be xpetleoce of nlqbet Jocotloo S8CL/Cu. 8ace, (2004) 500 1lps oo Assessmeot, 8ouLledge. 8ace, . and 8rown, S. (1993) 500 1lps fot 1otots kogan age. 8amsden,(2003)leotoloqto1eocblonlqbetJocotloo2oJ Jltloo8ouLledge lalmer. 8eadlngs, 8lll, (1996) 1be uolvetslty lo kolos Cambrldge, Mass. : Parvard unlverslLy ress. 8lchardson!1L(2003)StudentsApproachestoLearningandTeachers Apptoocbes to 1eocbloq lo nlqbet Jocotloo LducaLlonal sychology 23 (6): 673-680. 8odgers C (2002) 'ueflnlng 8eflecLlon: AnoLher Look AL !ohn uewey And 8eflecLlve 1hlnklng.' 1eocbets colleqe kecotJ 104 (4): 842-866. Sald, Ldward W. (1994) kepteseototloos of tbe lotellectool. tbe 199J keltb lectotes new ?ork: vlnLage. Sharpe, R., Benfield, G. Roberts, G. and Francis, R. (2006) The undergraduate experlence of blended e-learnlng: a revlew of UK literature and practice hLLp://www.heacademy.ac.uk/research/Sharpe_8enfleld_8oberLs_lrancls.pdf ShowalLer,L.(2003)locolty1owets.1beAcoJemlcNovelooJltsulscooteots Cxford unlverslLy ress. Shulman L. S. (1993)'1eachlng AsCommunlLyroperLy, uLLlng an Lnd 1o 11 edagoglcal SollLude. cbooqe 25 (6): 6-8 Shulman, L. S. (2002) Maklng ulfferences: a 1able of Learnlng.' cbooqe 34 (6): 37- 44 SkelLon, A. (2003) uoJetstooJloq 1eocbloq lo nlqbet Jocotloo. 1owotJs o cllolcol opptoocb, 8ouLledge. SoLLo, L (2001) wbeo 1eocbloq 8ecomes leotoloq ConLlnuum. WelLy, Ludora. (1984) Ooe wtltet's 8eqlooloqs, Parvard unlverslLy ress. Wragg,L.C.(2003)1beAttooJ5cleoceof1eocbloqooJleotoloq.1beselecteJ wotks of 1eJ wtoqq 8ouLledge lalmer. 12 SLMINAkS AND WCkkSnC kCGkAMML 1.1,0')('() ."%%'."+"2 2-&,%'-+0 3 21st Ianuary 201S 10.00-12.00 koom: Sn LG01 1utor: Ienny 8a|n ln Lhls elemenL we wlll boLh conslder approaches Lo currlculum deslgn and sLarL mapplng ouL maLerlals approprlaLe for Leachlng elemenLs of your own research Lo parLlcular groups of sLudenLs. ln Lhe flrsL sesslon, we wlll dlscuss where currlcula come from and how formal sLrucLures, such as Lhe PLA framework, lmpacL on learnlng and Leachlng. We explore Lhe role of Learnlng CuLcomes, and how lndlvldual sesslons can be consLrucLed Lo flL wlLh Lhese.lssues Lo be consldered wlll lnclude:currlculum sequenclng and pace and a varleLy of approaches and sLyles. 2. 1,0')('() ."%%'."+"2 2-&,%'-+0 33 28th Ianuary 201S 10.00-12.00 koom: Sn LG01 1utor: Ienny 8a|n ln Lhls second sesslon, you wlll work lndlvldually and ln groups Lo begln Lhe deslgn of a collecLlon of learnlng maLerlals or serles of Leachlng sesslons almed aL presenLlng key lssues from your own research Lo an ldenLlfled group of sLudenLs, aL elLher undergraduaLe or M level. 3. 4-.'+'&-&'() +,-%('()5 #%$.,00,0 -(6 #%$7+,204th Iebruary 201S 10.00-12.00 koom: Sn LG01 1utor: Sarah earce1hls sesslon wlll focus on pedagoglc relaLlonshlps. ln lL we wlll conslder dlfferenL concepLlons of Lhe Leacher-sLudenL relaLlonshlp, and explore our own expecLaLlons ln Lhls area. We wlll Lhen begln Lo explore how Lo develop an lncluslve classroom, and how Lo malnLaln a commlLmenL Lo equallLy of opporLunlLy. ln parLlcular we wlll look aL Lhe lssue of Leachlng soclally challenglng sub[ecLs, and wlder lssues of soclal lnequallLy ln hlgher educaLlon, lncludlng whaLLodolfsLudenLsarLlculaLeraclsLorhomophoblcsenLlmenLslnLhe classroom.1he sesslon wlll also address common fears and concerns abouL Leachlng and learnlng. lease come Lo Lhe sesslon wlLh lssues LhaL concern you abouL your llkely fuLure Leachlng pracLlce, whlch we wlll explore LogeLher. 13 4. 8-0&$%-+ 9-%,11th Iebruary 201S 10.00-12.00 koom: Sn LG01 1utor: Sa||y 8ea|es ln Lhls sesslon we wlll explore Lhe wlde range of non-academlc lssues LhaL can affecL academlc performance, e.g. famlly dlfflculLles, relaLlonshlp problems, bereavemenL, relocaLlon of place of sLudy and/or place of resldence, speclflc learnlng dlfflculLles, eLc. SLudenLs wlll be lnvlLed Lo Lalk abouL Lhelr own experlences of pasLoral supporL (wlLhouL needlng Lo dlsclose whaL Lhelr problem was) ln order Lo explore whaL sorLs of pasLoral care/supporL are and are noL helpful. 1he sesslon wlll Lhen lnvolve dlscusslon of approaches LhaL are llkely Lo help. CLher Loplcs Lo be covered wlll lnclude Lhe lmporLance of non-verbal communlcaLlon ln such conLexLs, allowlng enough Llme for pasLoral sesslons, and reasonable and unreasonable expecLaLlons regardlng pasLoral care. :,-6'() ;,,< 18th Iebruary 201S 1here w||| be no Academ|c ract|ce Sess|on th|s week S. 9=-++,()'() &=, .-($( $> +,-%('() -(6 &,-.='() '( ?')=,% @6".-&'$(2Sth Iebruary 201S 10.00-12.00 koom: Sn LG01 1utor: Mary C|a|re na|vorson 1hls sesslon provldes an opporLunlLy for you Lo conslder Lhe llLeraLure of learnlng and Leachlng ln hlgher LducaLlon, Lhrough Lhe lens of Lhe key facLors LhaL lnfluence Lhe manner ln whlch sLudenLs learn, and how academlc Leachers can besL faclllLaLe LhaL learnlng. As well as conslderlng relevanL research lnLo Leachlng and learnlng, you wlll experlence a range of Leachlng/learnlng meLhods for yourselves, parLlcularly Lhose LhaL lnvolve sLudenL co-creaLlon. 1he alm of Lhe sesslon ls Lo expose Lhe naive concepLlons of Leachlng ln hlgher educaLlon found ln much of Lhe llLeraLure, such as Lhe many books of checkllsLs. lnsLead,LhesesslonseeksLoengagewlLhLhepersonalLranslLlonslnvolvedln becomlng a Leacher, ln Lerms of developlng an ldenLlLy and wlLh purposes approprlaLe Lo LhaL role. 14 6. A,B 9$(.,#&0 '( +,-%('() -(6 &,-.='() '( ?')=,% @6".-&'$(4th March 201S 10.00-12.00 koom: Sn LG01 1utor: Mary C|a|re na|vorson 1hls sesslon explores Lhe klnds of Leachlng LhaL are parLlcular Lo hlgher educaLlon. lssues Lo be consldered wlll lnclude: Lhe way LhaL lL ls more of a learnlng experlence for people who may be close ln age and experlence Lo Lhelr LuLors, and a maLLer of Leachlng adulLs raLher Lhan chlldren, currenL debaLes abouL wheLher Leachlng ln hlgher educaLloncanmalnLalnlLsquallLylflecLurersarenoLlnvolvedlncarrylngouL research, and a crlLlque of Lhe wlde range of Leachlng meLhods avallable. 1he workshop will begin with an exploration of students experiences of learnlng and Leachlng, and wlll conslder how sLudenLs can develop lndlvldual Leachlng praxls. 7. C=, D.-6,2'. 1'-%B 11th March 201S 10.00-12.00 koom: Sn LG01 1utor: Les 8ack1hls sesslon wlll look aL Lhe varleLy of roles LhaL an lnLellecLual vocaLlon lnvolves Loday. AnacademlcdlaryprovldesLheLlmeframeofunlverslLyllfe:lLalsoglveslLasLoryllne. LarlySepLembermarksLhebeglnnlngofanoLheryear.!ayarlnlwrlLesLhaLacademlc lifeisrenewedwiththefallofautumnleaves,shreddingthepreviousyearsfailures and tossing them out of the window like so much confetti. It is a time to plan the year ahead. As Malcolm Bradbury put it in his 1970s campus novel The History Man: Now it lsauLumnagaln,Lhepeoplearecomlngback.1herecessofsummerisoverthings seemLobehappenlng,backfromCorfuandSeLe,oslLanoandLenlngrad,Lhepeople areparkingtheircarsandcampersintheirdrives,andopeningtheirdiaries.The academlc calendar re-starts when, as Bradbury describes, InLelllgenL people survey Lhe autumnworld,andliberalandradical hacklesrise,andfresh facesareaboutthesun shinesfitfully,andthetelephonerings.Inthissessionwewilllookattheacademic vocaLlon Lhrough a range of resources from campus novels Lo conLemporary dlscusslon of Lhe sLaLe of Lhe unlverslLy. 1hls dlscusslon provldes a broad conLexL for Lhe module as awholebutalsotoexploretheacademicscraftfromdubiousmeritsandsurprisesof PowerPoint, the challenges of developing ones own wrlLlng sLyle, Lhe value of Leachlng, wldenlngparLlclpaLlonlnaperlodwhenLhecosLofhlghereducaLlonlsescalaLlng.An academlcdlaryouLllnesLheannualcycleoflnLellecLualllfebuLlLlsalsoanavlgaLlon devlce,acompassensurlngasfarasposslbleLhaLwearelnLherlghLplace (meeLlngs, lecLures, semlnars) aL Lhe rlghL Llme. uslng a varleLy of sources we wlll explore pracLlce of academlc llfe. We wlll llnk campus novels and academlc non-flcLlon as a means Lo lnLroduce sLudenLs Lo Lhe uk rofesslonalSLandardslramework(ukSl)forLeachlngandlearnlng.Wewlllexamlne howLheukSlprovldeasLrucLureforundersLandlngLherelaLlonbeLweenareasof 15 academlcacLlvlLy,coreklndsofacademlcknowledgeandprofesslonalvalues.8eadlng LheseLexLsLogeLherwewlllexploreLherelaLlonshlpbeLweenLhechanglngnaLureof Lhe unlverslLy and Lhe frameworks LhaL sLrucLure academlc pracLlce Loday. 8. 4%-2,E$%"(6'() +-(60.-#,10th Iune 201S 10.00-12.00 koom: kn8 C|nema 1utor:Mur|e| Sw|[ghu|sen ke|gersberg ln Lodays University, obtaining research grant funding is essential for a scholars career progresslon lf Lhey wlsh Lo be a researcher. Successfully obLalnlng research granLs allows scholars Lo: a) conducL research, b) dlssemlnaLe research, c) lmprove Lhelr employablllLy, d) bulld research leadershlp skllls, e) develop relaLlonshlps ouLslde of academla, and f) effecL poslLlve change Lhrough Lhelr research and knowledge-exchange acLlvlLles, amongsL oLher Lhlngs. Applylng for research fundlng ls a speclflc sklll, however, and has Lo be learnL. Successfully obLalnlng fundlng ls also becomlng lncreaslngly dlfflculL and compeLlLlve, wlLh success raLes as low as 3 20 ln Lhe ArLs, PumanlLles and Soclal Sclences. lL ls Lherefore cruclal LhaL early career scholars begln developlng granL-wrlLlng skllls aL Lhe same Llme as expandlng Lhelr publlcaLlon Lrack records Lo ensure Lhey maxlmlse opporLunlLles for galnlng experlence. 1hls sesslon wlll lnLroduce you Lo Lhe processes of applylng for and obLalnlng research fundlng, wlLh a focus on posLdocLoral fundlng and smaller awards. 1here wlll be an lnLroducLlon Lo Lhe varleLy of fundlng agencles, an ouLllne of procedures, and advlce abouL how Lo geL sLarLed wrlLlng research fundlng proposals. 1hrough looklng aL examples of successful research proposals sLudenLs wlll work Lhrough Lhe sLages ln developlng an appllcaLlon for fundlng from Lhe developmenL of ldeas lnLo a proposal, ldenLlfylng a poLenLlal funder, budgeLlng and Lhe arL of persuaslon ln proposal wrlLlng. 19 17. Q"-+'&B -(6 -..$"(&-7'+'&B '( =')=,% ,6".-&'$( 1utor: Cathryn 1hompson D66%,00'() R"+&'#+, D"6',(.,05 R$6,0 -(6 4$%20 $> 9$22"('.-&'$( -(6 8"7+'. @()-),2,(& 1utor: Chr|s Irench 17th Iune 201S 10.00-12.00 koom: kn8 C|nema 1he flrsL half of Lhls sesslon wlll focus on lssues of quallLy and accounLablllLy as Lhey apply Lo Leachlng ln hlgher educaLlon.1he baslc prlnclples LhaL underpln quallLy assurance wlll be explalned and explored ln a C&A formaL. ln Lhe second half of Lhls sesslon we wlll dlscuss Lhe range of opporLunlLles Lo Lhlnk abouL wrlLlng and communlcaLlon beyond Lhe sLandard forms of academlc expresslon (l.e., [ournal arLlcles, chapLers and books). ln parLlcular, we Lalk abouL Lhe poLenLlal for reachlng mulLlple audlences Lhrough [ournallsm and non-academlc formaLs (e.g., speclallsL magazlnes). We wlll dlscuss Lhe expandlng posslblllLy for on-llne publlcaLlon and dlssemlnaLlon (e.g., blogglng, soclal medla, eLc.). We wlll also dlscuss Lhe opporLunlLles for reachlng wlder audlences Lhrough Lhe medla and Lhrough speaklng Lo [ournallsLs (prlnL, radlo and 1v). llnally, engagemenL vla publlc Lalks, exhlblLlons and evenLs wlll be consldered. DISCLAIMLk 1he lnformaLlon ln Lhls bookleL was correcL ln !anuary 2013.WhllsL lL ls as far as posslble accuraLe aL Lhe daLe of publlcaLlon, and ColdsmlLhs wlll aLLempL Lo lnform sLudenLs of any subsLanLlal changes ln Lhe lnformaLlon conLalned ln lL, ColdsmlLhs does noL lnLend by publlcaLlon of Lhe handbook Lo creaLe any conLracLual or oLher legal relaLlon wlLh appllcanLs, accepLed sLudenLs, Lhelr advlsers or any oLher person. ColdsmlLhs ls unable Lo accepL llablllLy for Lhe cancellaLlon of proposed programmes of sLudy prlor Lo Lhelr scheduled sLarL, ln Lhe evenL of such cancellaLlon, and where posslble, ColdsmlLhs wlll Lake reasonable sLeps Lo Lransfer sLudenLs affecLed by Lhe cancellaLlon Lo slmllar or relaLed programmes of sLudy. lease see Lhe 1erms and CondlLlons ln Lhe relevanL prospecLus. Go|dsm|ths w||| not be respons|b|e or ||ab|e for the accuracy or re||ab|||ty of any of the |nformat|on |n th|rd party pub||cat|ons or webs|tes referred to |n th|s book|et.