Supporting pedagogic research and scholarly activity

Supporting pedagogic research and scholarly activity Integral to the work of the CETL and developing evidence-based practice has been the support and encouragement to staff to engage in pedagogic research and scholarly activity. Based on initial evaluations of staff experiences of and attitudes towards pedagogic research and evaluation, distinct approaches have been made to creating frameworks of support, co-ordinated through the University’s educational development unit, as well as locally developed. Longitudinal data collection has been a prominent feature of the CETL’s research and evaluation model

Project Title/Overview

Description of the project/initiative

Contact

Related topics

Evidence/output

Using sabbatical/secondment opportunities as a means of engaging staff in personal, professional as well as curriculum development

Providing staff with time and resources to undertake significant personal, professional and/or curriculum development was the main function of the Sabbatical/Secondment Scheme. Staff entered a competitive selection process whereby their bids for funded sabbaticals/secondments were considered. Staff could use funds to release themselves from teaching for brief periods or to second (bring in) external expertise to work on aspects of a particular project. Both methods proved popular and many of the larger CETL projects/activities were made possible through the scheme.

Several staff used the sabbatical to explore aspects of the world of work for themselves, such that they would be better informed about the environment for which their students needed to be prepared. Such sabbaticals have had longer term impact on curriculum content and delivery.

Liz Clifford

Elena Zaitseva

Reward and recognition

 

CETL Evaluation Report
Sab-sec_evaluation report_2009

Paper presented at
the International Conference Education in Changing Environment, Salford, September, 2007
Sabbaticals_paper_V3

Examining the complexity of staff responses to the implementation of an employability focused curriculum

This research explores staff responses to the implementation of an employability-tuned curriculum in a highly research-intensive subject department. The paper focuses on the role of academic identity in this process and how it impacts on staff perceptions overtime and

Elena Zaitseva

Paper presented at the
HECU Conference, Cape Town, 2008
Close up research ljmu

Developing scholarly teachers

 

Sue Thompson

Elena Zaitseva

 

Presentation at ISSOTL Conference, Sydney, 2007 Developing Scholarly Teachers
ISSOLT Handout

Exploring the role of an educational development unit in CETL co-ordination

This CETL has a particular subject focus in terms of sport, exercise, dance, physical activity and outdoor education. However its broader aims relating to enhancing employability, leadership and enterprise, as well as promoting pedagogic research and scholarly activity are relevant beyond those subject areas. As such the CETL was co-ordinated through the University’s educational development unit.

Liz Clifford

 

HEDG poster

Modelling the curriculum through metaphors

As part of an approach to programme development metaphors were used as a means of developing a common model of the Sport Development cluster of programmes, that included overall philosophy as well as aims and objectives.

Sarah Nixon

Staff development

Paper published in
the CETL Innovation
in Practice Journal
Nixon_Walker_CETL09

 





Page last modified by Gaia Onza on 15 March 2012.
 
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