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Journal

Spring 2018

1 ISSN 2050-9995 (Online)


Emerging Research Symposium

DLTE Department of Learning and Teaching Enhancement

(Re)Making Academic Identities: Exploring the Changing Dynamics of University Work 14 June 2018, 9.30am–3pm Venue: Edinburgh Napier Sighthill Campus, LRC 5 Work priorities and practices within universities are in flux. Research, teaching, and the promotion of a range of social and economic policy priorities compete for time and resource within institutions and within the everyday workloads of staff. What it means to be ‘an academic’ is being reshaped and renegotiated. The intertwining of political and policy changes, local practices and individual career decisions make this a rich, and at times challenging, area to research. This symposium brings together researchers with ‘work in progress’ in the area of academic identities and university work. Inputs include discussion of journeys into and through ‘academic’ careers; the differentiation of research and teaching roles; transitions into HE careers from industry; and consideration of what recent industrial action reveals about perceptions of the university workplace and work culture. The session offers a space to share emerging findings, methodological considerations and conceptual challenges. There will also be time for networking and exploring areas for research collaboration.

Register More info

Click here to go to registration on Eventbrite

Contact: Dr Martha Caddell (M.Caddell@napier.ac.uk)


Contents

3 Now Pay Attention! Active Learning for Deep Understanding 4 What Does Graphic Design Bring Into Language Activities? 5 SACI Students Rip It Up 6 What Can We Learn From College Partners? 8 What is Master’s Level Study? Engaging Students Through Explicit Dialogue and Embedded Activities in Online Child Protection Modules 9 Exploring the Experience of Nursing Students With Specific Learning Differences/ Disabilities in Clinical Practice 10 Volunteering in Pathein: Part 2 12 International Week in Healthcare, Rehabilitation and Social Services 13 Conference Report 14 News and Events Students as Colleagues Our Visitors from Utrecht Monthly Seminars ARISE Lectures 16 10 Questions – David Jarman Advice on Applying for Principal Fellowship 17 10 Questions – Linda Gunn Residential Writing Retreat 18 Diary Dates 20 Book Review MOGS 21 Your TF Community 22 Around Campus 23 Contacts

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tfj Spring 2017 Now Pay Attention! Active Learning for Deep Understanding Mark Huxham “I can’t believe you forgot the tea!” I can’t either – that was the reason I went out shopping in the first place. Perhaps I should have paid attention when asked, instead of nodding at the request whilst thinking about an article whilst halfheartedly surfing the web. The result is a thirsty and exasperated household, and a reminder once again of my inability to multi-task. I used to blame this on my gender, but psychological research paints a different picture – none of us are good at it (although some are less worse than others). The reason is simple; to learn and memorise things, we need to pay attention, and attention is effortful and limited. We cannot pay attention to multiple things at once. Important lessons for teaching follow. If we bombard students with too many things at once, and do not allow them to understand the connections between topics, learning will be superficial. If we construct programmes that appear fragmented and have multiple conflicting demands students are distracted by the need to navigate the complex curriculum. If we forget that learning takes effort and overload our students then they will adopt passive and surface approaches to survive exhaustion. Developing active learning approaches can help us avoid these problems. In embracing active learning, we are recognising that learning is effortful – it takes work. It requires students to build connections, to re-work current understandings, to undermine preconceptions; our language suggests a construction site. Active learning may take many forms. But I guess we have all experienced its stultifying absence; I once heard of a lecturer so boring he was reputed to fall asleep in his own classes. In active learning, then, the key activity is that of the student; working on and working with new ideas, skills and concepts. What contributions can a teacher make? We need to encourage an active disposition to understand for yourself amongst our students. We can do that in many ways. Noel Entwistle identified the ‘three Es’ (empathy, enthusiasm and explanation) as consistent elements of good teaching (especially to large groups). ‘Exhibiting the Es’ helps set the foundations for active learning. Using peer instruction, concept mapping, one-minute papers and problembased learning all encourage active engagement with knowledge. And new research suggests discursive approaches, in which we elucidate and defend our positions, may lie right at the heart of reasoning itself. As teachers interested in critical thinking, we need to do what we can to encourage discussion, dialogue and critique to flourish. So let’s pay attention to what matters and encourage our students to do the same. Now, what did I do with that shopping list…?

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Being Active About Active Learning What Does Graphic Design Bring Into Language Activities? Sylvain Blanche

In addition, because languages at Edinburgh Napier University are attached to the Business School, the assessed tasks tend to be business orientated (writing a report, a formal letter, taking part in a negotiation, making a presentation). Hence, when it is time to address tasks without a summative assessment, tasks which are usually not business related, engaging the students can be even more challenging.

How to overcome these two obstacles? I believed that by working on other motivational factors, I could get this engagement. To do so, I needed to work on the environment and make it as real as possible. Thus, for ‘the creative writing’ part of the CEFR B2 level, I came up with the idea of setting-up a creative writing competition in partnership with the French Institute of Scotland and hoped that by showing their work in a real exhibition place, full of prestige, with real prizes and important people – the French Institute is part of the French diplomatic network and the French General Consul was involved – students would be engaged and motivated to write a high-quality text. The use of graphic design would therefore reinforce the credibility of the environment, transforming the texts into real artwork. In the same vein, when I asked the students to work on a newspaper in foreign languages, I believed that to be fully motivational, this newspaper had to look as professional as possible. I thought that working on non-language related tasks, such as choosing the newspaper template, would be empowering. That seeing how professional the graphic design section work would look and knowing that their text would be published in this spectacular format (compared with more traditional language tasks) would

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make them want to step-up their language skills rather than thinking that it is normal and acceptable, given its nature of foreign language, to submit a text with many mistakes.

Results From my lecturer’s point of view, these two projects are extremely satisfactory. Indeed, despite its formative only nature, the student participation in the creative writing competition is much better than usual (80% compared with 50% return for a usual non-assessed task), likewise the student involvement (up to 7 drafts compared with 2 drafts max. usually) and the partners are “very impressed” by the quality of work. Interestingly, the winners are not necessarily the ‘best’ students since they are assessed on more drafts and therefore the texts are (almost) free of mistakes; they are therefore assessed on other factors (originality, composition, etc.), which is good for inclusiveness. According to their feedback, the students are also extremely pleased. Knowing that they will be published makes them try harder. They feel valued and believed in by seeing their texts exhibited and published outside ENU’s walls, by the involvement of other people such as the graphic design students in their own work, people who care about it, by being part of an extended community. They become proud of their achievement, which is crucial since “a positive self-image and lack of inhibition is likely to contribute to successful task completion” (CEFR, 2010). It helps them to overcome their shyness, naturally associated with foreign languages. And graphic design, plays a pivotal part of this feeling as it transcends their work.

Council of Europe (2001). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge University Press.

Photo image courtesy of Ludovic Farine

In languages, nowadays grammar and translation are seen as an outdated way of teaching. Instead the Common European Framework of Reference for Languages (CEFR) (2001) recommends an action oriented approach which “views learners of a language primarily as social agents, i.e. members of society who have tasks (not exclusively language-related) to accomplish in a given set of circumstances, in a specific environment and within a particular field of action”. However, if the environment is the classroom, learners must engage in a “willing suspension of disbelief” and accept a certain artificiality to carry out meaning-focused tasks. This artificiality of the environment can lead to an artificiality of the task and therefore a student’s lack of engagement.


Being Active About Active Learning SACI Students Rip It Up Kirsten MacLeod This year students from across the The School of Arts & Creative Industries have been working with the National Museum of Scotland (NMS) on challenging work related learning projects as part of the NMS’s forthcoming Rip It Up exhibition on pop music in Scotland. Students from BA Television and BA Film have been researching and finding music fans from across the country with interesting stories to tell of their passion for music and attending gigs. From memories of concerts at Glasgow’s Barrowlands & King Tut’s Wah Wah Hut to queuing for hours at the Usher Hall the students have documented music fans’ tales for the exhibition which will open in June 2018. Research and development was carried out by 4th year BA TV students on TV Work Based Learning and Community Media modules, with filming by teams on 3rd year BA Film’s Work Related Learning module. Former student Nas Saraei was asked to join the team as a graduate producer, overseeing the projects and supporting the students. For Robyn Hannah, a 3rd year English and Film student the project gave her a taste of working as a runner: “Working towards a brief helped to give us a sense of responsibility and tackling that together, as a small team, was a lot of fun. It really encouraged us to communicate openly with each other – everyone’s opinion was valid!”

The projects were focused on embedding learning through the process of research and production, and for a prestigious and exacting client with a local and international audience. For sound recordist and 3rd year BA Film student, Helen Clocherty, “…it was a really intense experience but incredibly worthwhile… The experience has made me confident that I could fit in well professionally as part of a sound team”. Lindsay Morgan, Placements Co-ordinator for The School of Arts and Creative Industries has been instrumental in coordinating these opportunities for students which are a vital part of the University’s Academic Strategy 2020: “It’s been a fantastic opportunity working with NMS on the various projects and WRL activities linked to our Rip it Up collaboration. Over 30 students have benefitted from work placements and/or active learning experiences and we have been able to be innovative in trying new models of work-related learning.” Look out for the Edinburgh Napier students’ work at the National Museum of Scotland’s Rip It Up exhibition, from 22 June – 25 November 2018.

As well as the fans’ films, The School of Arts & Creative Industries ID (Interdisciplinary) Agency was formed as a response to a creative brief set by the NMS to attract more 16-24 year-old visitors to the exhibition and associated events. The agency, made up of students from our Television, Journalism, Graphic Design, Popular Music, Photography and CAPR courses, was tasked with devising and creating multimedia content for a promotional campaign. ‘Future Features’ includes music videos, photography, posters, social media clips, branding and interviews and will be rolled out prior to and during the exhibition in June 2018.

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Being Active About Active Learning What Can We Learn From College Partners? Julia Fotheringham With Karen Patterson, Ann Playford, Carole Mooney and Peter Tormey Have you noticed that ‘active learning’ has become the pedagogical equivalent of motherhood and apple pie? Few would disparage the value of engaging students in their own learning or creating opportunities for interaction between staff and students and within student peer groups. There is a growing evidence base which asserts that active learning supports student engagement, retention and achievement (Freeman et al., 2014; Prince, 2004). Yet, if you walk around the corridors in university and college campuses, you are as likely to find students sitting quietly in rows listening to their lecturer as you are to find them up at the front contributing, or working with a partner to complete a shared task. Some of the reasons for this may be that we still have a good deal to learn about active learning before we feel fully confident to replace valuable teaching time which focuses on content, with time spent on students’ understanding, learning and engagement with that content. There are so many questions that still need answered before many of us will be prepared to radically change our tried and tested approaches with students. For example, how much active learning makes a difference to students’ learning, what types of activities for which groups of students, and even what types of tutor support best enables positive gains for students? Answers to some of those questions are emerging from practitioner research on campus, as colleagues engage with the new digital screens and moveable furniture in recently commissioned active learning spaces. But we still have some way to go before we can confidently state that we have achieved our strategic pedagogic ambitions for active learning.

Learning and teaching at Fife College College students learn in smaller class sizes. When they make the transition to university, most of them bring a wealth of experience and confidence with engaging in small group activities, learning games and collaboration. So I decided to visit Fife College to meet with Karen Paterson (Curriculum Manager Career-long Professional Learning) and Ann Playford (University Partnership Coordinator) to ask them to share ideas and practice and to see what we could learn from them about active learning. The key strategic drivers for active learning at Fife College come from their Learning and Teaching Strategy and from national strategic influences, most notably Developing the Young Workforce and Education Scotland ‘How Good is Our College’. With a strong focus on

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Fife College Learning and Teaching Strategy Vision: High quality learning and teaching at the heart of a contemporary and dynamic curriculum To Develop: Independent learners equipped with skills for learning, life and work and ready to progress Informed by: • principles of effective learning and teaching and of effective professional development • connectivity and partnerships working with all key stakeholders • national drivers and local priorities • active development of new and emerging technologies to enhance student success employability, active learning at Fife College is intended to empower learners to take responsibility for their own learning, encouraging them to play an active role in shaping learning, teaching and assessment processes. Ann Playford explains that active learning plays a significant role in developing college students’ confidence as they discover the learning potential of their peer group and that their tutor is not the only source of information and subject expertise. But some students, particularly mature learners, expect the tutor to be the expert who delivers information to them, and it can be difficult for this group to accept the value of learning from younger peers. But by starting with active and collaborative learning as a ‘fun’ activity rather than with a high stakes assessed activity, most of these doubts may be overcome allowing a diverse group of students to become more confident not only on the subject matter of the course, but also in their own ability, presentation and communication skills. In an effort to support our direct entrants who come from college backgrounds, we sometimes focus on the difference between college students’ learning and teaching experiences from those of our continuing students, but we can see that given the shared pedagogic priorities between the University and one of our college partners, there may be more shared experience of active learning amongst our respective students than is currently being recognised.

Active learning in practice College lecturers teach across an impressive age and ability range; from school pupils studying at SVQ levels 4 & 5, right up to mature adults studying at degree level. So the ability to devise activities which are adaptable to different levels of study is an essential skill for college practitioners. The


Being Active About Active Learning examples opposite provide brief sample activities which vary from simple ways of introducing active learning through to the more advanced example of Question Formulation Technique used to frame an enquiry in the Business department. Fife College have been making use of online tools such as Google Slides and FlipGrid to encourage student collaboration. Many of these are embedded within their Moodle Virtual Learning Environment (VLE) so that students are able to engage and complete tasks within the same site.

Lessons we can learn from our college partners Carole Mooney and Peter Tormey are Senior Widening Participation Officers from the Widening Participation team at Edinburgh Napier and they engage with a wide range of colleges across a range of articulation routes. This gives them a unique perspective on the lessons that we can learn about active learning from our college partners. They observe that research on college to university transition focuses predominantly on the differences between learning and teaching in the two environments. Learners, who are often characterised as widening participation students or ‘non-traditional’ students, are seen to struggle with understanding ‘how university works’ (Leathwood & O’Connell, 2010; Christie, Tett, Cree, & McCune, 2014; Taylor & Harris-Evans, 2016) and solutions and innovations are sought by practitioners to address these issues. The 2014–2017 Enhancement Theme on Student Transitions highlighted theory and practice in this area and Edinburgh Napier made strong representation sharing our practice at national and international events in this regard. But Carole and Peter have observed that what is less well represented in the field, is an acknowledgment of the wealth of experience and unique skills college students bring with them in their transition to university, for example their confidence in engaging in group work and collaboration with each other and staff. Sharing practice across our own institution and across sectors provides a rich source of expertise and inspiration that can make a significant contribution in progressing the active learning agenda here at Edinburgh Napier University. We see rich potential in continuing to engage with our college partners to share practice and ideas with one another not only in relation to active learning, but also to our broader learning and teaching enhancement agendas.

References Christie, H., Tett, L., Cree, V. E., & McCune, V. (2014). ‘It all just clicked’: a longitudinal perspective on transitions within university, Studies in Higher Education, 41(3), 478-490, doi: 10.1080/03075079.2014.942271 Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor,

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EXAMPLE ACTIVITIES Collaborative co-creation of content – contemporary art history Divide students into groups of 2 or 3. Place the names of artists being studied on slips of paper and place in a ‘hat’. Each group draws a name out of a hat. The group works together either in class using notes, or beforehand as home study to make a presentation. Students make only three powerpoint slides where they present the artist giving their biography and illustrations of their work. Slides can be uploaded to Moodle for revision.

Curious inquiry – organisational culture The Question Formulation Technique (QFT) is used to frame an enquiry topic which directly engages students in exploring a topic and making their own discoveries. In the Business Department, students were given the topic of ‘organisational culture’ as the question focus. The following steps represent the QFT protocol (http://www.ibmidatlantic.org/Experiencing-the-QFT.pdf). The amount of time allocated to each step will depend on the complexity of the topic and the extent of the inquiry; • • • • • •

Agree rules for producing questions Producing questions – closed and open-ended Categorising questions into areas of inquiry Prioritising questions Agree next steps for the inquiry Reflection

ONLINE ACTIVITIES Google Slides Students work in small groups in class on allocated slides within the same slideshow. The slideshow is embedded within their VLE course and the whole class contribute to the final presentation. https://www.google.com/slides/about/

FlipGrid An app used for recording short video responses. Students are asked to make a short recording (maximum 90 seconds) by way of a response to a task. The responses appears in the Moodle course. https://info.flipgrid.com

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Being Active About Active Learning N., Jordt, H., Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics.Proceedings of the National Academy of Sciences, 111(23), 8410-8415. doi: 10.1073/pnas.1319030111 Leathwood, C., & O’Connell, P. (2010). ‘It’s a struggle’: the construction of the ‘new student’ in higher education. Journal of Education Policy, 18(6), 597-615. doi: 10.1080/0268093032000145863 Prince, M. (2004) ‘Does active learning work? A review of the research’. Journal of Engineering Education, 93(3), 223–231. Taylor, C. A., & Harris-Evans, J. (2016). Reconceptualising transition to Higher Education with Deleuze and Guattari. Studies in Higher Education, 1–14. doi: 10.1080/03075079.2016.1242567

Web Resources Education Scotland, (2016). How Good is Our College. Retrieved from https://education.gov.scot/improvement/Documents/ frwk18-how-good-is-our-college151216.pdf Flipgrid – https://info.flipgid.com Google Slides – https://www.google.com/slides/about/ QAA (Scotland), (2014). Enhancement Themes: Student Transitions (2014–17). Retrieved from http://www. enhancementthemes.ac.uk/enhancement-themes/completedenhancement-themes/student-transitions Question Formulation Technique – http://www.ibmidatlantic.org/ Experiencing-the-QFT.pdf Scottish Government, (2014). Developing the Young Workforce Scotland’s Youth Employment Strategy. Retrieved from http:// www.gov.scot/Publications/2014/12/7750

What is Master’s Level Study? Engaging Students Through Explicit Dialogue and Embedded Activities in Online Child Protection Modules Lindsey Robb Postgraduate study aims to develop students who are self-directed and independent (Casey, Clark, & Hayes, 2017). However, Tobbell, O’Donnell and Zammit (2010) contend we cannot assume that students returning to postgraduate study have the skills required to adapt to that shift in LTA approach. Evidence from Keys’ (2015) study, of students who had undertaken online Postgraduate Child Protection modules within the MSc Advanced Practice programme, found many felt ill-equipped for studying at Master’s Level, concluding that better preparation was required. Keys’ research informed the design and development of explicitly labelled ‘Master’s Level Activities’ across the online Child Protection modules. Since learning is an active and constructive process, development of academic skills and being able to make qualitative judgements about what constitutes Master’s level work requires active involvement that is sustained (Sambell, Mcdowell, & Montgomery, 2013). Therefore weekly activities reflect a progression of skills which align with the production of both formative and summative assessments. These include: working independently; what is Master’s level?; literature searching; critical reading: critical review of literature; evaluation; analysis; synthesis; writing skills; referencing; proofreading. Activities are tailored to module content so relevant to their subject, a key motivational factor for adult learners (Knowles, Holton, & Swanson, 2005). Some of the learning from these activities is shared via discussion boards with encouragement to engage in dialogue with other students and tutors. Tutorials support these activities, such as a peer exercise

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making sense of the learning outcomes, and students are encouraged to further develop their knowledge and skills through access to broader university supports and library resources. Engaging students in active learning should ‘deepen’ their understanding of what is expected at Master’s level, hopefully improving their experience and capacity to apply that learning to the work they produce whilst at university. Keys (2015) also reported sustained impact of Master’s level study on practice beyond completion of the modules which demonstrated professional attributes and skills such as critical reasoning, confidence to develop initiatives or policy and guidance. This suggests ‘masterliness’ has lifelong learning implications for professional practice. However, further evaluation of what students think would help them make this transition would be beneficial.

References

Casey, D., Clark, L., & Hayes, S. (2017). Study skills for Master’s level students: A Reflective Approach for Health and Social Care. (2nd ed.) Banbury: Lantern Publishing Ltd. Keys, M. (2015). Evaluating the impact of practice of online child protection education at Master’s level. Social Work Education, 1-13, doi:10.1080/02615479.2015.1117065 Knowles, M. S., Holton III, E.F., & Swanson, R.A. (2005). The adult learner: The definitive classic in adult education and human resource development. (6th ed.) London: Elsevier. Sambell, K., McDowell, L., & Montgomery, C. (2013). Assessment for learning in higher education. Abingdon: Routledge. Tobbell, J., O’Donnell, V., & Zammit, M. (2010). Exploring transition to postgraduate study: shifting identities in interaction with communities, practice and participation. British Educational Research Journal, 36(2), 262-278.


Being Active About Active Learning Exploring the Experience of Nursing Students With Specific Learning Differences/Disabilities in Clinical Practice Isabel Dosser and Elise Gibbons In 2017 three members of staff were awarded a Teaching Fellow Grant to conduct a small study (Isabel Dosser and Janis Ross, lecturers, and Elise Gibbons, Disability and Inclusion Advisor). The study focused on student nurses in placement who have a disability which may require adjustments in practice. Universities are required to have resources for supporting students with disabilities and to make ‘reasonable adjustments’ in relation to academic work. In the United Kingdom (UK), there is, however, a requirement that 50% of nursing courses are delivered in practice where it is the mentors who facilitate learning and support students. The practice component of the programme is, however, often challenging for nursing students with specific learning differences/disabilities and, it would appear that clinical areas are not as well equipped or aware of the needs of these students as would be expected (McPheat, 2014).

Ultimately, the key outputs from this study will be to enhance the experience for students who require reasonable adjustments in practice, as well as support mentors by providing more information for them. Recommendations include • An ‘opt out’ process for students with any disability, giving consent when they begin their programme. • A formal referral procedure for the student to follow when adjustments in practice are required. • An official template/profile inserted in the student placement Scottish Ongoing Assessment Record (SOAR). • Provision of information to facilitate mentor education around disabilities. • A trial of the above recommendations on a new cohort of student nurses starting in September 2018 at Edinburgh Napier University.

It is apparent that implementing adjustments in practice can be complex and requires a multi-disciplinary approach. This requirement is often not met as universities and practice areas often work in isolation with the student in the middle (Tee & Cowan, 2010). Further, although registered nurses act as mentors for these students in practice, there is a dearth of literature around mentors’ perceptions and understanding of the range of disabilities that have the potential to disadvantage student nurses if they are misunderstood or ignored. This study reports findings and considers both nursing students’ and mentors’ perspectives on support provided for students with disabilities in clinical practice. Participants included students with an acknowledged disability and mentors from a range of practice settings.

The impact of these recommendations has resource implications for the University but, if put in place, would facilitate student disclosure and, potentially, create a more positive experience of placements. This approach would also accommodate mentors who, through a transparent process, would support the student in their placement by including discussion of any adjustments required.

A qualitative method was utilised and individual as well as focus group interviews provided the data for analysis. Analysis using a framework by Braun & Clark (2006) suggests the findings demonstrate an unwillingness by students to disclose any disability, for a number of reasons which creates a barrier for mentors willing to help. As well as this, a lack of understanding of how mentors can increase their knowledge on the subject was highlighted. The lack of awareness of some mentors regarding disability legislation and resulting failure to provide reasonable adjustments could also potentially be problematic.

References:

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The findings from this study also has implications for a wider community of students such as those where work-based learning includes placements as part of their programme i.e. Business School, Tourism and Hospitality. The authors are currently working on the recommendations and gaining approvals for these proposed changes in future practice.

McPheat, C. (2014). Experience of nursing students with dyslexia on clinical placement, Nursing Standard, 24(41), 44-49. Tee S., & Cowen, M. (2012). Supporting students with disabilities – Promoting understanding amongst mentors in practice, Nurse Education in Practice, 12, 6-10. Braun, V., & Clarke V. (2006). Using thematic analysis in psychology Qualitative Research in Psychology, 3, 77-101.

Researchers:

Isabel Dosser, Lecturer and disability role contact/School of Health & Social Care Janis Ross, Lecturer and disability role contact/School of Health & Social Care) now retired Elise Gibbons (Disability and Inclusion team)

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Travel Volunteering in Pathein: Part 2 Kate Durkacz, Yordan Karchev, Andrea Salvador and Andy Utnes In January 2017 Kate volunteered in Pathein, Myanmar, for 2 weeks, as part of a project supporting young adults with their English. Despite being apprehensive about teaching English when her own subject is mathematics, she had a brilliant time working with the group of kind, friendly and hardworking students. She came away determined both to return in January 2018, and to take some of her engineering peer tutors, who have experience of assisting students in tutorials, with her. So, in January 2018 Kate set out for Pathein along with three peer tutors, Yordan, Andrea and Andy, having obtained funding for the students’ travel from the School of Engineering and the Built Environment; accommodation costs were covered by the host centre in Pathein.

The teaching team

The English classes were quite formal, and used material developed from resources on the British Council website. There were three different groups, sorted by ability, and the peer tutors worked, alongside a more experienced teacher. As before, the students were eager to learn, and very appreciative of the efforts of the teaching team. In addition to the formal English classes, we undertook some project work around ‘Caring for our Common Home’. Our project was concerned with a previously run-down local boys orphanage, which is now under new leadership. We removed rubbish, provided rubbish and recycling bins, reorganised and filled the woodshed, installed volleyball nets and planted vegetables. Kate, Yordan, Andrea and Andy ran two very successful maths clubs, explaining logic problems and ‘Mathema’ puzzles. Tartan fridge magnets in the shape of sheep, bagpipes and highland cows proved to be popular prizes! Kate was determined to bring some of her peer tutors to Pathein, because she was sure that the students would benefit from being able to have conversations with people of their own age. In fact, this worked better than Kate could have hoped, as the students engaged the peer tutors in conversation at all possible opportunities. It was useful too that the peer tutors themselves had English as their second language, and were able to add their own insights into learning a foreign language. When the peer tutors first met the students, they were a little sceptical about their language skills; the students were very shy and were finding it very difficult to communicate with the peer

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Visiting Phan Khaa Gone village

tutors. As the days passed, the students became more and more confident, and by the end of the trip they were sharing stories, and talking about their lives and hopes. This is when the visit became amazing for the peer tutors, having the chance to share life experiences with people of the same age but with completely different life paths. The end of the trip was very emotional not only for the students but for Kate and the peer tutors as well. Yordan had been looking for an opportunity to visit a developing country, and had been researching different opportunities without success For him, a trip to Myanmar, which included not only visiting but teaching as well, was just perfect. Yordan felt that people in Myanmar know how to show when they miss you and when they enjoyed the time spent with you, and realises that he needs to work on expressing his feelings. The students have been messaging him every day with questions like: “How are


Travel you?”, “How do you feel today?”, “Did you sleep well?” Every time Yordan sees messages like this his heart melts again and again. Andy has been to Asia quite frequently, visiting orphanages and schools and has seen how hard some people’s lives are. When Kate presented the project, Andy was extremely interested and loved the idea of going to Myanmar to actually help and make a difference. She would never have thought it would be as heart warming as it was. She got to know and care about the students, as well as learn about their culture and see their beautiful country. Andy found it really difficult to leave as the people there really made her feel like home.

Maths club

Andrea joined the trip without hesitating. She thought the project would be a good opportunity to give some help while exploring a different culture and way of living. She found the experience very rewarding, and really enjoyed working with the students, learning about their lives, backgrounds and dreams for the future whilst they were developing and improving their English skills. With the team, Andrea visited the pagoda, an umbrella factory and a village, where she got a better insight on how people live in Pathein and how important religion is there; Catholicism and Buddhism are the main religions. She was Andrea , Yordan and Andy at the Shwemokhtaw Pagoda, Pathein also inspired by how generous, welcoming and open hearted the students were. Andrea really enjoyed the experience and she would recommend it to anyone as an eye-opening experience. It is Kate’s hope that the School of Engineering and the Built Environment will continue to support this amazing project, which strengthens international outlook and co-operation and increases knowledge and employment prospects for all concerned.

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Travel International Week in Healthcare, Rehabilitation and Social Services 12–16 March 2018 Paddy Perry Early in March four staff, two undergraduate students and one postgraduate student from the School of Health and Social Care attended an International week hosted by the Department of Healthcare Diagnostic Services and Service Management of Metropolia University of Applied Sciences, Helsinki. Metropolia University is a partner university in the U!REKA consortium (https://www.napier.ac.uk/about-us/ news/urekaconference2017) and the event, themed as ‘Co-creating Well-being’, provided the opportunity to present our work, network and discuss future collaborative activities. Presentations by invited and local staff and students focused on multi-professional competencies in healthcare and social services; wellbeing across the life span; development trends in healthcare and social services and service learning. Mental Health students, Jennifer Dawson and Jasmine Lauchlan and lecturers Fiona Bastow and Dr. Louise Hoyle presented Dramatic effect: enhancing nurse education about the integration of health and social care through performance that included a short film clip of their production ‘Bad, Mad, Invisible’. This approach moves away from the didactic model of teaching in favour of encouraging students to explore, innovate and express themselves. It provides an example of the value of collaboration with external agencies and people from low socio-economic groups, in environments which offer real-life learning for student nurses. Jennifer and Jasmine commenting on this experience said: We both found the conference highly informative. It was interesting to hear about some of the health initiatives taking place elsewhere in the world, as well as understand some of the differences between health and social care roles in Europe and beyond. Speaking at the conference was really rewarding, and we felt privileged to represent our university and to speak about drama as a medium to develop compassion and empathy in student nurses, as well as discuss the important issue of health and social care integration. The presentation was well received and raised a range of questions, from the underlying pedagogy to

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the practicalities of performance. In addition to presentations, the week also enabled networking events for staff and students, visits such as to the University’s clinical simulation suite, and discussion of lecturer teaching exchanges. The group also participated in Metropolia’s Innovation Project MINNO at the Minnofest, where students presented their healthcare projects, their final assessment for a compulsory module taken by all students within the School. The aim of the module is to learn and experience multi-disciplinary development. The assessment required presentation of innovations that were developed collaboratively to promote health and wellbeing. I experienced a virtual reality activity, a resource under development to enable students to gain a sense of the challenges of ageing in relation to grip and mobility. Presentations were also given by Paddy Perry on the Duty of Candour in healthcare; by Dr. Rhona McInnes on Continuity in midwifery care in Scotland and a second presentation on the Development of a novel intervention to support breastfeeding: the use of breast pumps; and PhD student Jenny Patterson on An interpretative phenomenological analysis of the experience of provider interaction from the perspectives of women with Post Traumatic Stress Disorder Post Childbirth (PTSD - PC) and midwives. This was an excellent international experience and plans for future partnership are under development. For more information contact Paddy Perry, p.perry@napier.ac.uk


Conference Report Conference Report Kirsten MacLeod In January 2018 I presented the paper Documentary Processes of Knowledge & Creative Practice at the MeCCSA (Media Communications & Cultural Studies Association) Annual Conference. The paper reflected on the first phase of my practice-led, interdisciplinary documentary film and research project, Asylum Armada. In my presentation I explored the relationship between documentary practice, research and knowledge examining contexts for filmmaking as creative practice and as a methodological approach to research. I included examples from the on-going Asylum Armada project in the Northern Isles and West coast, documenting local knowledge of the Spanish Armada in Scotland. In the paper I argued for the relevance of filmmaking practice as research not just in relation to the specific research contexts in which documentary production is situated, but also in relation to a broader critique of the validity of filmmaking practice as research and how this is situated within the academy. My research in community media and documentary practice situates filmmaking as a locus of critique and a process of knowledge production. How do we access, experience and create knowledge through the filmmaking process? In relation to local knowledge of the Spanish Armada in Scotland I argue that the documentary process of production both documents and creates local and personal knowledge and histories. What does making a film about people’s knowledge of events which took place over 400 years ago on Fair Isle, Westray and Mull tell us about that history, as well as the construction of history. Why

and how is the memory and knowledge of the Spanish Armada meaningful? And what makes it significant to us today? The paper reflected on the first phase of documentary production between May to August 2017. I have produced three short films based on the islands of Westray, Fair Isle and Mull, edited by BA Film student Molly Neil. These short films will be taken back to the communities on the islands and act as an impetus for further research and as pilots to attract more funding. Following my presentation there was a meeting of the MeCCSA Practice Network which included a presentation by Susan Kerrigan and Charlotte Crofts of the Filmmaking Research Network (FRN). Discussion focused on the work being done by the FRN to document and advocate for filmmaking practice as research, and with particular reference to submissions for REF 2020. Recommended sites and journals for practice related research in film included the FRN site which features case studies, Screenworks, the Screen Media Practice Research site which includes peer reviewed work and the Journal of Media Practice in Education (formerly Journal of Media Practice). The MeCCSA Practice Network Annual Symposium 2018 is hosted this year by Lincoln University on 15 June. This research was funded by Edinburgh Napier University, a Santander Mobility grant and the Centre for Media & Culture. Participation at the conference was funded by the Centre for Media and Culture. My thanks to contributors and participants in Fair Isle, Mull and Westray.

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Brothers, and Fair Isle residents, Stewart and Neil Thomson who have contributed to the Asylum Armada documentary and research project.

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News and Events Recruiting Now! Rachel Murray Students as Colleagues is an award-winning, innovative programme helping to review teaching practice across Edinburgh Napier. Students are trained as voluntary professional ‘reviewers’ of teaching practice. They are paired with a willing staff member from a different discipline during one trimester and provide reviews on a number of the staff members’ teaching and assessment practices. Participants develop as professionals. Students are trained in and practice key employability and professional capacities, such as professional reviewing, providing constructive feedback and collaboration competencies. Staff gain a ‘student’s eye’ view of their teaching and can evidence good teaching practice for HEA fellowship and promotion applications. This is what two of the project’s most recent participants say about their involvement: Engaging in the Students as Colleagues programme has provided me authentic insights into my teaching which has helped me identify areas for development and highlighted good practice, overall leading to my increased confidence. Overall it has been extremely valuable experience that I would advocate all lecturers to engage in. Bruce Harper-McDonald, Lecturer in Nursing

The programme has been an invaluable experience that has helped me to develop my critical analysis and communication skills. It has also given me an insight into the teaching world. Anjali Samra, Student in School of Applied Sciences

STUDENTS as COLLEAGUES

Timeline Involvement in the project is for about 6 months with the introduction meeting in October, reviewing taking place in Trimester 2 and feedback usually delivered around March/April. To hear what more previous participants thought of being involved watch this video: https://onlinevideo.napier.ac.uk/Player/6066 To express your interest in the project or find out more please contact studentsascolleagues@napier.ac.uk

Our Visitors From Utrecht Kay Sambell In February DLTE was invited to host an ideasexchange for a group of 17 middle managers on a wellestablished strategic pedagogic leadership programme offered at Utrecht University. Our visitors were academics from a range of disciplines, with expertise in diverse aspects of curriculum design, delivery and assessment, and were visiting a range of universities in Scotland. They were particularly interested in better understanding some of the broad themes and pedagogic developments that are emerging across our sector, and getting a feel for how we have been trying to enhance learning and teaching at Edinburgh Napier University, so we focused the discussions around strategic interventions to deepen the student learning experience. Round tables were hosted by Edinburgh Napier colleagues on diverse topics, including Students as Partners (Mark Huxham); Assessment for

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Learning (Kay Sambell and Liz Adamson); Supporting Transitions (Julia Fotheringham, Carole Mooney and Peter Tourmey) Pedagogic Research and Scholarship of Learning & Teaching (Anne Tierney) and the Work/ Learning Interface (Dr Ella Taylor-Smith).


News and Events m

Monthly Seminars

o nthlyse

‘Held back by Imposter Syndrome?’ with Amanda Chapman DLTE Seminar 10 April 2018 Amanda Chapman, University of Cumbria, recently visited the University to lead one of the DLTE monthly seminars. She focused on the topic of imposter syndrome, a theme which emerged as a key aspect of her doctoral studies exploring the experiences of mature learners. While Amanda’s research originally set out to explore academic literacy development, the interviews she conducted with the students soon began to illuminate the prevalence of imposter syndrome (Clance & Imes, 1978). During their early days at university her participants believed in their heart of hearts that ‘university wasn’t for the likes of me’. Lacking a sense of belonging, they revealed that they felt inadequate; felt worried they weren’t capable of succeeding and felt anxious about being exposed as a fraud. The first summative assessment loomed particularly large in their minds, because this was when they expected to be ‘found out’. The anxiety even led to a few of them considering dropping out. Based on her research, Amanda’s advice to academics is to build-in low-stakes early assessment to boost such learners’ confidence, with plenty of formative activities

DLTE

Department of Learning and Teaching Enhancement

m along the way (Chapman, in ars 2017). The participants in her research said that they ‘craved’ feedback and actively sought it out but there was a long and anxious wait for those whose first summative piece was after Christmas. Amanda emphasised, though, how a reassuring ‘You’re doing fine’ was often enough to keep the formal feedback hunger pangs at bay. The seminar proved very popular and Amanda is keen to thank everyone who attended for their warm welcome and keen observations. We had a great discussion and like often happens with these things, talk of collaborative research projects followed. Watch this space!

References

Chapman, A. (2017). Using the assessment process to overcome imposter syndrome in mature students. Journal of Further and Higher Education, 41(2), 112-11.

ARISE

Clance, P., & Imes, S. (1978). The Imposter phenomenon in high achieving women: Dynamics and therapeutic intervention. Psychotherapy: theory, research and practice, 15(3), 241-247.

Check the DLTE ENhance calendar for future events http://staff.napier.ac.uk/ENhance

ARISE

ARISE Events Coming Up... Register Now

Academy for Research, Innovation and Scholarship in Education

Tuesday, 5 June 2018 Sighthill, LRC5 (Horizon Suite)

Wednesday, 6 June 2018, Craiglockhart, room 3/03 **This event has been rescheduled from 28 February**

Co-creating Learning and Teaching: An exploration of rationales and approaches Dr Catherine Bovill, University of Edinburgh

Hidden learning in higher education: What is it and why do we need to know about it? Paul Orsmond (Staffordshire University)

Over the last five years we have witnessed increasing interest in students and staff co-creating learning and teaching. Whether initiatives are labelled as students as partners, student voice or student engagement; collaboration seems to be the latest trend. In this lecture, Catherine will demonstrate that co-creation is not a new idea, but it is perhaps one that we have never fully embraced in higher education. The rationales given for pursuing co-creation will be explored, and a range of real examples of different approaches to co-creation being adopted in a variety of universities and disciplines will be provided.

In this Arise lecture Paul Orsmond suggests that a re-evaluation of learning in higher education is required, one which prioritises participatory learning, that is, learning which is indivisible from its context and embedded in social processes. This, he maintains, could be achieved by implementing socio-cultural approaches to learning such as those associated with communities of practice (CoP).

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For more info and to register go to

staff.napier.ac.uk/arise

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10 Questions David Jarman, Business School, answers our 10 questions 1. How long have you been a TF? That’s a good question. Three or four years, I think. 2. What attracted you to become a TF? Cajoling from a colleague, and the chance to play a role in the University’s teaching community. Having done my PG Cert a couple of years before it seemed a natural progression, with some CPD thrown in. 3. What activities have you been involved in as a TF? Written for the journal, drawn up and managed the blog and social media coverage for the TF Conference, co-led ENroute sessions for FHEA accreditation. 4. What would your TF superpower be (if you don’t have one already)? Clicking my fingers in a classroom to clean the white boards and boot the computer. 5. What research are you involved in at the moment? Social network analysis of festival, event and creative industries communities.

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ENr HEA

r Napie burgh in d E t ship a Fellow

6. What collaborations would you like to make in the future? International research links, to see how other countries approach teaching and learning in my area. 7. If you could be somewhere else, where in the world would you like to be now? Christchurch, New Zealand, leisurely awaiting the next NZ v England test match. 8. What is your favourite word? From SNA: heterophily. 9. Who would you invite to your dream dinner party? A really good chef, who put on decent portions of food. Then Aleks Krotoski, KT Tunstall, Neil Finn, Luther Blissett and Kirsty Young. And my girlfriend. 10. What do you consider your greatest achievement (in work or life)? From work, seeing graduates do great things, at home and abroad.

Advice on Applying for Principal Fellowship Patrick Harte So, you are going to apply for Principal Fellowship… what do you need to consider as you go through the process? From my experience, one of the biggest hurdles is the very first as it is the bedrock on which you will build. Do you have that ‘critical mass’ of experience, both range and scope, for PF? This experience is not as well defined as other categories, therefore you need to consider where you demonstrate strategic leadership AND external profile. The questions you need to ask at this point include what have you done outside your own direct area that has brought recognition AND in some manner ‘disrupted’ existing practice through your innovation in teaching and/or supporting learning. Remember, an innovation, so you must be bringing something new and creative to practice which impacts ‘on an external environment’… be it regional, national or international. Once you identify this practice, you will need to package the activities in your RPA very carefully. It is most unlikely that you will be demonstrating strategic leadership in 15 different activities, but you can group activities in themes within your RPA presentation that can subsequently transfer into your Mahara page, if dialogue is your preferred route. This will provide clear evidence of the thematic dimension of your strategic change to both you and your audience! Finally, we are looking at a Mahara presentation concentrating on only, perhaps, two major themes. This is not a problem because with your ‘bundled’ RPA activities you can structure a compelling case to demonstrate your strategic leadership and disruptive innovation. Structure is the key noun and verb here. I cannot recommend too strongly that you (slavishly!) follow a structure that requires you to demonstrate the strategic aspects to your work such as that demonstrated at your Principal Fellowship support and guidance sessions.

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10 Questions Linda Gunn, Academic Skills Adviser, answers our 10 questions 1. How long have you been a TF? Since 2016. 2. What attracted you to become a TF? Most TFs are ‘academics’ so, as an academic skills adviser, the more contact I have with ‘programme staff’ the better. Hearing what their concerns and priorities are allows me to better understand where, when and how I can help students. It also provides opportunities which force me to make time to think (about my teaching and my own learning). 3. What activities have you been involved in as a TF? I’ve attended various guest lectures and workshops; attended, chaired and delivered sessions at conferences; reviewed conference abstracts and applications for continued TF membership; volunteered for at least one SIG; contributed to a successful TF grant application; and contributed my tuppence worth to various colleagues’ research ideas, projects and initiatives. 4. What would your TF superpower be (if you don’t have one already)? The same as everyone else: the ability to stretch time. 5. What research are you involved in at the moment? As a part-time Academic skills adviser: none (at present). As a part-time researcher: being

consulted by a colleague at another university on work I’ve done on Scottish literary magazines and devolution. 6. What collaborations would you like to make in the future? I’d like to collaborate more with academic colleagues to improve student engagement and development. 7. If you could be somewhere else, where in the world would you like to be now? Winning a gold medal in the World Skiff (rowing) championships... if it was on Lake Titicaca instead of Stranraer. 8. What is your favourite word? Ask my colleagues. 9. Who would you invite to your dream dinner party? A dinner party is my worst nightmare. I might ‘come round to yours for my tea’ one night though. 10. What do you consider your greatest achievement (in work or life)? Getting crippling self-consciousness into perspective. There are things in life that are much more important and difficult to get through than delivering conference papers or speaking before an audience.

Residential Writing Retreat The annual residential writing retreat will be held at Queen Margaret University from noon on Monday 18 June with three nights stay before departing on the afternoon of Thursday 21 June. Facilitated by Dr. Gráinne Barkess the retreat aims to provide focused time for writing, with feedback and collegial support throughout. Popular as always the event is now fully booked. To be added to the waiting list please contact Ruth Doak, R.Doak@napier.ac.uk. This retreat is jointly funded by the Teaching Fellows and the Research and Innovation Office.

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Diary Dates

HEA Annual Conference 2018 Teaching in the spotlight: Learning from global communities Conference Aston, Birmingham 3–5 July 2018 Teaching excellence in UK higher education (HE) has increased in importance and interest over the last few years, in response to the introduction of the Teaching Excellence Framework (TEF) in England, the HE Bill, ongoing tuition fee and funding model debates and the continuing marketisation of HE. HE organisations have also been looking further afield to learn from the global HE sector both through best practice and global partnerships. The HEA’s 2018 Annual Conference will position the spotlight firmly on teaching in a global context, in particular how we can learn from global communities to ensure the best student experience for all and the ongoing development and professionalisation of the HE teaching community. https://www.heacademy.ac.uk/training-events/heaannual-conference-2018-teaching-spotlight-learningglobal-communities

CETL-MSOR 2018 Evidencing Excellence in the Mathematical Sciences University of Glasgow 5–6 September 2018 The principle themes of the conference include: • Current developments in mathematics and statistics support within, and across, the disciplines. • Using data and evidence to enhance teaching, learning and support. • Encouraging and preparing future teachers of mathematics. • Engaging students in learning and teaching enhancement and innovation, including the specialist mathematician and more-able student. Submission of abstracts: 18 June 2018 http://www.sigma-network.ac.uk/cetl-msor/cetl-msorconference-2018/

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International Society for the Scholarship of Teaching and Learning (ISSOTL) 2017 Toward a Learning Culture University of Bergen and bioCEED 24–27 October 2018 The ISSOTL18 conference theme, Toward a learning culture, opens a space for discussions about the collegial, cultural, interprofessional and interpersonal dimensions of the Scholarship of Teaching and Learning: • A culture for learning: How do we generate and sustain meaningful teaching and learning that have a lasting impact, within and across courses, programs, departments and institutions? • A culture of learners: How do we engage and support the many players and complex relationships that together comprise a learning environment? • An inclusive learning culture: What happens when we connect student learning to life and work experiences beyond the (physical or virtual) classroom? What does teaching and learning look like, and what does SOTL look like, when inclusivity (of diverse perspectives as well as a diversity of people) is not an add-on but core to our practices? • A culture that learns: How is SOTL changing, and how can SOTL practice foster development and growth in higher education? http://www.issotl.com


Diary Dates

23RD SEDA annual conference Supporting staff to meet increasing challenges in Higher and Further Education Macdonald Burlington Hotel, Birmingham 15-16 November 2018 We welcome proposals from HE and FE which analyse/ demonstrate/explain how we can best support staff to meet current and likely future challenges. Proposals should focus on innovation/initiatives and/ or evaluation/research in improving and supporting the staff experience. Submission of abstracts: 22 May 2018

ADVANCE NOTICE: Chartered Association of Business Schools Learning, Teaching & Student Experience Venue to be confirmed May 2019 (date to be confirmed) This conference is the UK’s leading gathering of business and management educators and showcases innovate teaching practice and cutting edge pedagogic research. https://charteredabs.org/events/ltse2018/

https://www.seda.ac.uk/events/info/472

To submit to Diary Dates contact Kate Durkacz (K.Durkacz@napier.ac.uk) and Joan McLatchie (J.McLatchie@napier.ac.uk)

Interested in reviewing a book for us? Did you know that we can get advance copies of books for you to review straight from publishers? Or have you read an interesting book recently and want to recommend to all your colleagues? We’re looking for book reviews for upcoming issues so please get in touch. Contact us with ideas on tfj@napier.ac.uk.

Advertise in the TFJ Got an event or workshop that you want to publicise? Organising a conference? Want to get your Teaching Fellows community involved in a project? Or looking for research collaborators? We are here to help you get word out to the community whether this is with a short article, a smaller callout article on one of our pages or news section, or even using our larger adverts on our inside front cover or back cover. Get in contact with us on tfj@napier.ac.uk and we’ll help you spread the word to your Teaching Fellows community.

Find an old TFJ issue Go to http://issuu.com/teachingfellowsjournal

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Book Review How to be an Academic Superhero:

Establishing and Sustaining a Successful Career in the Social Sciences, Arts and Humanities Richard Whitecross We are all aware of the competing demands of academic life. The impact of these demands on the well-being of academics is well documented. So, is there a guide to help us balance the various competing demands to be “excellent”? How to be an Academic Superhero is the latest in a series of books about how to be an academic in the twenty-first century. Presented in 36 short chapters across five sections it is primarily aimed at the Early Career academic. Hay offers advice about how to thrive in a demanding, rapidly changing, environment. “Get advice” is the running theme of the first section. In particular, Hay focuses on the importance of finding appropriate advisors and mentors. There is advice on what to look for in an advisor or mentor, and how to work with them. I have to say that this section resonated with me because I know that a good, at times, challenging mentor, has really helped me throughout my life. Part II focuses on networking and making an early, positive, impact. Like me the author has had a less than conventional path, and so his advice resonates as I consider my own pathway and research focus. Although aimed at the new academic, the advice about networking and building positive academic relations is relevant to all academics. Part III gives advice on academic CVs and job applications. The bulk of the book focuses specifically on “performing as an academic superhero”. No costume is required (shame!). Sadly, or perhaps tellingly, teaching is not the focus. It is covered in five pages. It would have been good to have seen more consideration given to the different aspects of teaching, for example, curriculum and module design, developing assessment and providing meaningful

feedback. Instead, time management, research and funding are emphasised. There is good practical advice on time management and learning to say “no” – something that I am still trying to learn to do. However, I would have liked a more nuanced discussion on the role of teaching, learning and assessment.

Iain Hay Extent: 256 pp Publication Date: 2017 ISBN: 978 1 78643 811 9 Paperback Publication Date: 2017 ISBN: 978 1 78643 813 3

The final section turns to discuss “preserving your academic superhero powers”. I laughed when I read “take sabbatical”! Yes, please! Two chapters in this section on reviewing your performance and the need to sustain collegiality particularly engaged me. Both reminded me of the importance of the Teaching Fellows Community at Edinburgh Napier. Hays notes that “collegiality thrives on individual thoughtfulness, awareness of and recognition of one another’s efforts… It is about being part of a community: mingling, listening, conversing, supporting and helping out” (p. 189). I may not have learned anything new about teaching, but reading this short book reminded me that my “success” is owed to others (mentors, colleagues and students). I am not an academic superhero. However, I am a member of a supportive Teaching Fellows Community that through its conferences and events continues to make me reflect on my teaching.

Maintenance of Good Standing (MOGS) Every three years Teaching Fellows must evidence that they meet the criteria for continued membership. Teaching Fellows are asked at the end of their three years to provide evidence using no more than two sides of A4 (or 1300 words), if they wish to remain part of the Teaching Fellows community. For the March 2018 reviewing round we had: • 14 reviewers (volunteers); • 55 applications submitted and approved;

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• 11 Teaching Fellows decided not to renew; • 13 didn’t reply; • 54 are due to renew from July onwards over various dates in the next 3 years. The next round of reviewing is scheduled for October 2018. We now have a total of 109 Teaching Fellows who are listed on the next page.


Your TF Community Want to Make Connections Within Your TF Community? Here’s the list of our current Teaching Fellows to connect with in your community. If you are missing from this list or would like to become a Teaching Fellow please contact the Teaching Fellows Administrator, Ruth Doak, R.Doak@napier.ac.uk, Ext. 6360. School of Arts and Creative Industries Richard Firth Rachel Dungar Kirsten MacLeod Myrna MacLeod Haftor Medboe Andrew O’Dowd Stijn Postema Alistair Scott Bryden Stillie Keith Walker School of Computing Jyoti Bhardwaj Peter Cruickshank Petra Leimich Debbie Meharg Sally Smith Alison Varey School of Engineering and Built Environment Mark Deakin Kate Durkacz Keng Goh Naren Gupta Kenneth Leitch Richard Llewellyn Marina Miranda Manzanares Aikaterini Marinelli Robert Mason Chrysoula Pantsi School of Applied Sciences Samantha Campbell Casey Charlotte Chalmers Sophie Foley Hollie Fountain Bridget Hanna Mark Huxham Claire Garden Peter Laird Janis MacCallum Jay Mackinnon Kiril Sharapov David Smith

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Bill Surradge Clare Taylor Kathy Velander Tony Westbury School of Health & Social Care Liz Adamson Fiona Bastow Norrie Brown Karen Campbell Isabel Dosser Mark Freeman-Ferguson Jane Hislop Fiona-Jean Howson Angela Kydd Mark Lees Nessa McHugh Wendy McInally Gwenne Mcintosh Connie McLuckie Barbara Neades Jackie Nicol Gail Norris Siobhan O’Connor Paddy Perry Christine Pollock Lindsey Robb Sandra Sharp Simon Sikora Diane Willis Alison Wood The Business School Maggie Anderson Sylvain Blanche Jacqueline Brodie Simon Chiu John Cowan Tony Douglas Alessandro Feri Ahmed Hassanien David Jarman Piotr Jaworski Anna Leask Victoria Mabel Kirsten Marshall James McDougall

Joan McLatchie Renata Osowska Christine Penman David Potter Sibylle Ratz Stephen Robertson Stafania Romano Clidna Soraghan Eleni Theodoraki Louise Todd Lynn Waterston Richard Whitecross Brian Windram Yan Zhuang Academic Quality Katrina Swanton Confident Futures Stephanie Glube Disability and Inclusion Esther Shreeve Department of Learning and Teaching Enhancement Martha Caddell Julia Fotheringham Errol Rivera Kay Sambell Fiona Smart Anne Tierney Louise McCarte Research and Innovation Office Grainne Barkess Student Experience Sandra Cairncross Academic Support Linda Gunn Employability and Opportunities Claire Coleman

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Around Campus Right: ENU Graphic Design students create bereavement cards for SANDS

Below: SACI employability event on 8 March 2018

Below left and right: School of Computing Sensorium Lab

Left: Research student Daniel Melia Boix working on the helicopter project with PhD supervisor Dr. Keng Goh and technician Willie Laing

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Teaching Fellows Journal Editorial Team Your TFJ Editorial Board: Jackie Brodie Business School t: (0131) 455 4470 e: J.Brodie@napier.ac.uk Bridget Hanna School of Applied Sciences t: (0131) 455 2661 e: B.Hanna@napier.ac.uk Paddy Perry School of Health & Social Care t: (0131) 455 5651 e: P.Perry@napier.ac.uk Your TFJ Journal Manager: Kirsteen Wright Publications Officer t: (0131) 455 3217 e: K.Wright2@napier.ac.uk Your TF Administrator: Ruth Doak Teaching Fellows Administrator t: (0131) 455 6360 e: R.Doak@napier.ac.uk

Edinburgh Napier University Department of Learning and Teaching Enhancement Room 7.B.37 Sighthill Campus Sighthill Court Edinburgh EH11 4BN email: tfj@napier.ac.uk web: http://staff.napier.ac.uk/TeachingFellows Read the current and back issues online: http://issuu.com/teachingfellowsjournal

For TFJ Diary Dates: Kate Durkacz School of Engineering & the Built Environment t: (0131) 455 2349 e: K.Durkacz@napier.ac.uk Joan McLatchie Business School t: (0131) 455 4341 e: J.Mclatchie@napier.ac.uk

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Register now for our next ARISE Lectures Catherine Bovill, University of Edinburgh

Co-creating Learning and Teaching

An exploration of rationales and approaches Tuesday 5 June @ 4pm, Sighthill LRC5 Paul Orsmond, Staffordshire University

Hidden Learning in Higher Education:

What is it and why do we need to know about it? Wednesday 6 June @ 12noon, Craiglockhart Room 3/03 **This event has been rescheduled from 28 February**

ARISE

Academy for Research, Innovation and Scholariship in Education

staff.napier.ac.uk/arise

http://staff.napier.ac.uk/TeachingFellows

Edinburgh Napier University is a registered Scottish charity. Reg. No. SC018373

Spring 2018 Teaching Fellows Journal  

Edinburgh Napier University Teaching Fellows Journal - Spring 2018

Spring 2018 Teaching Fellows Journal  

Edinburgh Napier University Teaching Fellows Journal - Spring 2018

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