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SlideShare utilise les cookies pour améliorer les fonctionnalités et les performances, et également pour vous montrer des publicités pertinentes. Si vous continuez à naviguer sur ce site, vous acceptez l’utilisation de cookies. Consultez notre Politique de confidentialité et nos Conditions d’utilisation pour en savoir plus.
Support of pedagogic practice cross a field/discipline/sectorMy story is one of commitment to particular forms of teaching and learning for intellectual, ideological and indeed emotional reasons (partnership and participation) and also to concept of the field as public and also generous (socisci) and within medicine, trying to talk to much more powerful discourse and paradigm which can benefit from rigour and epistemology of soc sci.Curriculum developmentBecause while we all work within our own curricula, many also mindful of and indeed in professionally oriented and accredited programmes, behoven to curriculum and/or outcomes prescribed elsewhere and colleagues need both support to find ways to build programmes that meet these outcomes and also to argue for, create provision which takes forward. Classic medicine example is that the outcomes for UG medicine around Soc Sci clearly not written by social scientist.Enhancement of student learning and experienceWhy be an academic if you have no intrinsicimpulse (perhaps sense compulsive sense of that) to share your knowledge and more importantly skills around generation and understanding of knowledge. To do that means engaging with learners and also deep reflective and other activity around one’s own practice. All had good and bad experiences and owed from perspective of values that believe that HE encompasses to make student learning positive, challenging and life shifting experiencePersonal developmentBecause we are not devliverers of curriculum but interested in growing as academics and people. Trying to take responsibility to offer service to field and colleagues is an act of personal development per se and much of what happens when on, for example editors a journal, is hugely enriching in terms of knowledge and skills.Special and particular contribution to the UniversityBecause TFs make a special contribution to this University. We can be at the centre of both practice and strategic/policy development of provision such that harvest research intensity into teaching and & learning and also make that make sense to future researchers. Bring ideas and innovation into University from across national profile; promote University as serious player in T&L.
BeSST = identify what field needs, build programme of work, (regional workshops and meetings; create a structure AGM etc. and get involved in it!) International scholarship – be creative and think about what you need to know next and where that would be, Offer to take things on… from lowish status reporting to peer-reviewed national journal and towards Impact factor and international editorial board) (in less than 2 years) Contemporaneous and moving forward)Leverage of fundingHEA small grantUWS grant
Internal excellence in T&LHEA and other reviewing opportunitiesCurrently review for around 14 journals with pedagogical and/or application focus, also review for HEA and other fundersExternal examining and teaching Lancaster and LSHTM and Keele and of course levered 1.5K to review for UWSWhat’s interesting and excitingJoint work at programme level = MiC @ bedtime podcasts with students and MedileaksAt a curriculum level = CP newsletterAt (inter)national level = core curriculum and indeed ANZAC BeSST network and CBL survey
WorkloadNo easy answers. Lots of work but then to demonstrate that worthy of promotion need to do more than required and also, perhaps recognise that TFs building the case for what that looks like Sustaining impetusRecognise that work means activity ebbs and flows (and of course that easiest maintained when it is part of and contributes to your everyday work) Departmental support and recognitionWhat are they getting? Took me a while to see that by making student experience the focus I could more easily create and galvanise support around activities of interest to me – so both Australian colleagues and me trying to address the same problem and hence our students experiencing same challenges - why wouldn’t you look for the synergy of working together and also thereby offer directly into dept international recognition and leanring…
Do not bracket of research and scholarship (its easy if your subject has an ‘educational’ element such as mine) but the generation of knowledge about teaching and learning is not substantively different to research – it requires rigour, asking ‘good’ questions; thinking additively about project-based exploration of ideas and also, for example, very applied research (techniques and knowledge) such as evaluation.Learners as partners; community context (peer-led; health-focus; socio-cultural influences on health (gender, sex and sexualities)… no step from peer ed to participative styles of learning and also around a health issue. Once involve gender and sexualities and emotions bound to be asking interesting questions about both what teach and how and also what these ‘res’ are. Demonstrable impactShow that adds value to student experience and also ‘hard’ markers such as grant income, invitations and so levered findingInternational profileFind why and how this matters internationally, build links, do work….
Developing a National Profile
Developing a National Profile
Dr Simon Forrest
Senior University Teaching Fellow
• Durham Progression and Promotion criterion
• Impact and service to colleagues:
– Support of pedagogic practice cross a
– Curriculum development
– Enhancement of student learning and experience
– Personal development
• Special and particular contribution to the
• Chair of BeSST (Behavioural and Social Scientists Teaching
– Core curriculum for sociology in medicine
• HEA Sir Ron Cooke International
– CBL as a context for the learning
about the social and cultural basis of
medicine and health
• HEA Journal editorship
• Internal excellence in T&L
• HEA and other reviewing opportunities
• External examining and teaching
• What’s interesting and exciting…
• Sustaining impetus
• Departmental support and recognition
Narrative of scholarship and research
–Sustained and sustainable interest