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National Teaching Fellowship | Summary Curriculum Vitae | Curriculum Vitae
Claim for Fellowship
Introduction This claim is written from theperspective of supporting two ‘student’ groups: as Assistant Director of theSubject Centre for Geography, Earth & Environmental Sciences (GEES: basedat the University of Plymouth), I have aUK-wide educational development role with subject-based academic and supportstaff to help them enhance their students’ learning experience. In thiscapacity, these colleagues are my students and my major role is to facilitatetheir professional learning with respect to their teaching in higher education.I am also fortunate in having some opportunities to interact directly withundergraduates and postgraduates in a variety of ways. I have experienced manyparallels between these two groups, particularly in the need for the learningfacilitator to appreciate and work with the learners’ motivations, priorexperiences and learning styles. I am deeply committed to enhancing the studentlearning experience principally through developing staff but also through somedirect engagement with students.
Individual Excellence a) Arousing curiosity to stimulate and inspirelearning Learning, for me, is an exciting,lifelong pursuit of new challenges and understandings. I have a strong, activeinterest in promoting and enhancing learning experiences for all those engagedin HE as students, academics or support staff. I am highly motivated andcreative and actively seek out opportunities to take my own work and that of myorganisation to new levels and to anticipate new agendas and issues, as thefollowing examples illustrate.
From 1996 to 2000, in my previous roleas Manager of an FDTL project based at the University of Southampton,I inspired Earth Science colleagues by convening and running a series of popularand successful UK-wide workshops and conferences on learning and teaching.Through organising and running these events and producing supporting material,I stimulated an interest in learning and teaching innovation and enhancingstudent learning on a national scale. I solicited over 55 case study examplesof good practice (see CV), and the 13 events were attended by a total of 179different participants including approximately 13% of UK HE Earth Scientists,plus students and international colleagues. This was the first time that suchresources had been developed and activities undertaken in this subject-communityand, as the sole full-time member of project staff, I was responsible forensuring the initiative’s success. I particularly value a number of approaches that Helen adopted –drivinginitiatives forward with enthusiasm, tuning staff development to the needs ofthe discipline, and above all the professionalism in approach that is crucialto staff development being treated with credibility amongst a critical academicaudience (Lecturer, University of Southampton). [the project] has brought to the attention of staff examples of goodlearning and teaching practice and in particular we have moved rapidly forwardwith web-based learning following staff attendance at workshops (Anonymous feedback to project evaluation).
In 2004, I instigated, gainedfunding for, managed and ran a major project on developing entrepreneurialskills in the GEES disciplines: a current priority agenda in UK HE driven bythe Government. This was a new theme for the Subject Centre and I undertook itwith enthusiasm and creativity. I proposed a pioneering residential eventwithin which academic staff and students would work together as peers. Theevent ran in January 2005 and was highly successful in inspiring both staff andstudents to explore new avenues in learning and teaching. Helen has had a significant impact on my learning experience over thelast year: I was impressed with both the professionalism and organisation ofthe [entrepreneurship] event and the obvious enthusiasm and passion that Helenbrought to her work making the whole experience enlightening, challenging andmotivating. (Student, University of Chichester). The Entrepreneurship event was wonderful as it afforded me an opportunityto gain more insight into an idea that had been developing in my mind. I havethus been encouraged to seek to apply the principle to my University whenI get back to Nigeria.(MSc Student, Liverpool Hope University College) Throughout my involvement with the Entrepreneurship initiative I havefound that Helen’s amalgam of enthusiasm, innovation and impeccableorganisation has enabled me both to contribute and to benefit from theexperience. I am truly grateful (Lecturer, University of Plymouth).
b) Organising and presenting resources cogently andimaginatively Disseminationof resources and information about learning and teaching is one of my key roles.In order to inspire and support others it is crucial that I provide informationin a variety of formats that are coherent and accessible. The following three majorpublications exemplify those which I have designed and compiled:
c) Recognising and supporting diversity of studentlearning needs Recognition of and respect forindividuals’ needs, contexts and contributions is a key value in my life. I amhighly committed to working with diverse individuals (students, academics andsupport staff) to help them identify their individual goals and realise their aspirationsand potential. My understanding of the concept of different learning styles enablesme to have an adaptable approach in one-to-one situations and to ensure varietyin terms of the overall programme of GEES Subject Centre activities for which Iam responsible. An understanding of how people learn and that different peoplelearn in different ways (and sometimes in ways different from one’s own) isimportant for all aspects of my work including team development, operational /strategic planning, running projects, facilitating workshops or chairingmeetings. I have felt Helen hasvalued my opinions and her openness and attention to detail have been apositive role model for my future aspirations. Were it not for herencouragement and belief in me I would not have been able to have networked soextensively and been introduced to so many other ideas, opinions and helpfulpeople. I decided to pursue PhD research and I firmly believe that it is Helen’sability to encourage and motivate that helped me see the potential that I hadin myself to succeed (Student, University ofSouthampton).
I have played a key role withinthe GEES Subject Centre in providing information and resources to staff inorder to help them understand and support the diversity of student learningneeds. I enabled the Subject Centre to take a leading role in helping staff tounderstand and implement the requirements of the SENDA legislation through nationalevents, a themed issue of our publication ‘Planet’, and close collaborationwith projects that support inclusivity in learning and teaching, e.g. theGeography Discipline Network disability projects and the British Sigh Language/ Science Glossary for which I wrote many of the GEES-related definitions. Inaddition, I ran a joint workshop on exploring student diversity at the GEESSubject Centre’s 2004 residential conference.
I inspired and am managing ourcurrent research project into school students’ perceptions of the GEES disciplinesand their various needs at the point of transition to HE. The outcomes of thisproject will be used to inform curriculum development that takes full accountof diverse student requirements and aspirations. I also instigated and ran ourcontribution to a collaborative project with the Subject Centre forPhilosophical & Religious Studies on Faith Literacy and ran a joint sessionon “Diversity, equality and legislation: managing multi-faith andmulti-cultural teaching environments” at the 2004 HE Academy Learning &Teaching Conference.
I believe that supporting thediversity of student learning needs includes ensuring they are provided withthe opportunity to develop not just the discipline-specific knowledge andskills but also the wide variety of generic, transferable skills that will bebeneficial wherever their various careers might take them. For example, I havebeen very active in developing graduate employability resources. I have writtenand published material on key skills and entrepreneurship, and developed theGEES ‘Employability Profiles’ which highlight (to students and employers)aspects of the disciplines that are of relevance to the wider world of work (seeCV); and I have pro-actively led the GEES Subject Centre’s work into new areasof employability including entrepreneurship and corporate / socialresponsibility. I also run workshops for a range of postgraduate students aspart of my University’s skills development programme. Verbal feedback fromstudents indicates that they find the support invaluable and tailored to theirindividual needs, and it has helped them prepare for the demands ofprofessional life. Helenplayed a keyrole in supporting the postgraduate student learning experience bydeliveringsome creative and inspirational workshops as part of the Graduate School's skills development programme.Her valued contribution was very well received by students whohad clearlybenefited from the high standard oftraining and advice (Skills Development and Student Liaison Officer, University of Plymouth). d)Drawing upon the results of relevant research, scholarship and professionalpractice I believe that learning in HEshould be a collaborative, outward-looking process. I see research andconnection into others’ work, therefore, as crucial for the enhancement oflearning, be it about the disciplines or about education itself. Evidence-basedpractice is a key feature of my work and I actively engage with scholarshipthrough contributing to local, national and international meetings, workshops,conferences and publications on learning & teaching and educationaldevelopment.
Given the breadth of my role, I oftenlook into different areas of research to inform my practice. For example, whensetting up a network for colleagues in Scotland I found Wenger’s work oncommunities of practice particularly useful (Wenger, 1998). I am currentlyleading the development of the Subject Centre’s strategy in the area of workingat departmental-level. Knight & Trowler’s research into educationaldevelopment that focuses on working with teaching teams and departmentsprovides an excellent basis for this approach (e.g. Knight, 1998; Knight &Trowler, 2000; and also Hargraves et al, 2005).
The research literature which hashad the most influence on my practice relates to enhancing the HE learning experience(which I believe is relevant both to students and to staff through professionaldevelopment). For example, Biggs’ discussion of constructive alignment in thecurriculum (Biggs, 2003) is particularly useful for considering and clarifyingthe objectives of a learning experience (for students or staff) and ensuringthat the learning activities lead to their achievement. Prosser &Trigwell’s work on conceptions of learning and teaching (e.g. Prosser &Trigwell, 1999) also has cross-overs between staff and student learning. I amparticularly interested in taking their work a step further to investigate howa teacher’s belief about what causes learning to occur relates to theirapproach to their own professional learning.
I have undertaken a variety of relevantresearch including literature reviews and enquiry-based studies (e.g. King, H.& L.Mattin, 2005; King, H., 2003a & b: see CV). For example, in orderto enhance my own work, that of my organisation and the sector in general, I undertooka small-scale research project to better understand academics’ approach to andperceptions of CPD (King, 2004: see CV). The outcomes of this projectinfluenced colleagues nationally and locally and led to me being invited tolead a study on CPD at the University of Plymouth.
I am also keen to encourage othersto engage with and undertake pedagogic research. I jointly managed the SubjectCentre’s ‘Fieldwork and Pedagogic Research’ programme in 2002-03 (King et al,2003: see CV), and this year I instigated and am running our current researchprogramme and network. I have been most impressedwith Helen’s work over the years. Inparticular, I have used her work developing a community of faculty engaged instudying the role of field experiences in learning as an example of ways inwhich centers like GEES can engage and support faculty in developing expertisein the scholarship of teaching and learning (Director: Science Education Resource Center, Carleton College, USA)
Raising the Profile of Excellence a) Contributing to the development of colleagues topromote student learning The principal focus of my worksince 1996 has been the development of colleagues with respect to their role instudent learning. As Manager of the successful FDTL project on Earth ScienceStaff Development, I was personally responsible for raising the profile of learningand teaching through introducing national workshops to the discipline. Throughcollaboration with three other FDTL projects, I was also directly involved indeveloping the first residential workshop for new lecturers in geography, earthand environmental sciences in May 2000 (Clarket al, 2002).
My success with the FDTL projectled to my appointment at the GEES Subject Centre. Recently, in addition toworking with academic staff, I have led the Subject Centre’s pioneering work insupporting the professional development of support staff (for examplecartographers, lab technicians, departmental administrators etc.).
As well as playing a leadershiprole in the Subject Centre’s work, I have also facilitated a number of learningand teaching development workshops. These workshops are multi-purpose in thatthey provide information and resources to staff as well as offering an opportunityfor discussion and development. For example, I ran a departmental workshop on ‘TeachingBasic Maths & Science to Earth / Environmental Science Students’ for staffat the University of Plymouth. Post-eventfeedback indicated that the workshop had had a significant impact on curriculumdevelopment:
I also have an active interest in supportingfellow educational developers. I have run several workshops for the whole HEAcademy Subject Network, including one on CPD for Subject Centre staff; I havecontributed workshops at several SEDA conferences and ran a joint, nationalworkshop on dissemination for colleagues at the second stage of the CETLbidding process. Last year I co-organised the programme for the residentialSEDA Summer School and also provided a workshop on CPD (‘Developing theDevelopers’) for the 39 participants. Helen King’s workshop onCPD was very valuable. Subject Centres are about CPD for our subjectcommunities, and we need to know more about the concept (Anonymous feedback). I have attended workshops Helenhas led, at a number of national conferences. In fact, if I see Helen’s name onthe programme I know it will be a great session. She is very skilled atengaging a diverse audience and I always come away better informed and,importantly, with ideas for developing our own practice. I have a huge respectfor her work, for her willingness to share that with others and for the way sheencourages others to do the same. I havelearnt a lot from her, I think she has special talents in supporting thesupporters of learning (Director of LearningDevelopment, Liverpool John Moores University).
At my own institution, I have supportedthe GEES Subject Centre team by running CPD workshops and by spending time withindividuals to discuss and support their progress towards their career goalsand aspirations. In addition, I have contributed to the University’s programmefor new lecturers and run workshop sessions at the institution’s annuallearning and teaching conference. Helen’s contribution has been well received by both participants and the[new lecturers’ programme] team. Her input has been informative,thought-provoking and well aligned to the needs of the participants (Educational Developer, University of Plymouth).
b) Contributing todepartmental/faculty/institutional/national initiatives I have achieved excellence throughmoving far beyond my basic job description to instigate and run many successfulinitiatives at all levels and with students, academics, subject-based supportstaff and educational developers. I also play a considerable role in theinternational arena. Working at these various levels has provided me with anexcellent overview of the national and international student learningexperience which has helped to inform and enhance my own practice.
Whilst at the University of Southampton,I taught chemistry and law students on a team development course. From thisexperience I then introduced a PBL-based skills development programme to afirst year Geophysics module, including a team development day during inductionweek. At the University of Plymouth I played a major role in the development ofa new ‘Entrepreneurship’ initiative within the School of Geographywhich now provides an innovative, and well-received, learning experience forover 160 students. Helen is a Chalybeate trained BP Team Development Tutor and successfullytransferred this experience to design and facilitate what was at the time ahighly innovative module embedding key skills in the geophysics curriculum (Lecturer, University of Southampton).
At faculty and institutional level,whilst at Southampton I gained funding fromthe educational development unit to set up the University’s first Faculty-basedLearning & Teaching Co-ordinator post. The purpose of the post was tocelebrate and share existing good practice and encourage staff to engagefurther in learning and teaching development. I held this post in Science on a0.25FTE basis for one year during which time I chaired the Faculty of ScienceTeaching & Learning Strategy Working Group, was a member of TeachingQuality Innovations Committee, contributed to the University’s learning and teachingstrategy, conducted an audit of good practice in learning and teaching in theFaculty and developed a Faculty of Science learning and teaching web-site(intranet). Subsequently, as a direct result of the success of my initiative,the University set up full-time posts in all its Faculties and these remaintoday. At PlymouthI have worked closely with educational developers in the development of the CPDstrategy, provided ongoing support to staff in three of the University’s CETLs,contributed to the programme for new lecturers and worked closely with the GEES-relateddepartments. Helen used her initiative and vision to define the [Faculty] post as amechanism for auditing, showcasing and sharing good practice. In doing this shehad a profound impact on subsequent strategy adopted to integrate and managelearning and teaching across the University [of Southampton].There are now twelve L & T Coordinators shared across and hosted withintwenty-one Schools (Senior Lecturer, University of Southampton).
Dr King hashad anincreasingly important role in setting up and implementing theCETL inExperiential Learning. Our discussions have included pedagogic research,evaluation anddissemination and she has become a valuable'sounding-board' and critical friend.At all times Helen's inputs havebeen positive, thought-provoking and invaluable for myself and other members ofthe CETL. We look forward to continuing to benefit fromHelen's input,both through informal discussion and through herformal role as a memberof the Steering Group(Director, CETL Experiential Learning in Environmental and Natural Sciences, University of Plymouth).
At a national level, I have takena leading role in two major initiatives: FDTL and the GEES Subject Centre(including involvement in the development of the original bid for the SubjectCentre). I also acted as secretary to the Earth Science, Environmental Science& Environmental Studies QAA Benchmarking Panel (including drafting andfinalising the Statement). In addition, whilst working at the GEES SubjectCentre I have been responsible for bringing in £154,100 in extra learning andteaching project funding. I am currently on the Steering Groups of two CETLsand one other Subject Centre.
I contribute substantially to thenational work of SEDA through active participation in various committees,including the Executive and Advisory Board, and chairing the FellowshipsCommittee for 3 years during which time I instigated and managed the extensivereview of the Fellowship programme. Helen King was complimented on the professional approach taken to the[Fellowship Scheme] review. Her report was very positive and useful and it wasfelt that the proposals for fellowships would help to professionaliseeducational development (Minutes, SEDA AdvisoryGroup, May 2003).
In addition, my excellence atfacilitating workshops and chairing meetings has led to me being asked tocontribute to key national events including an ILTHE national seminar series onsupporting new academic staff (Spring, 2002), an HE Academy seminar on theProfessional Standards consultation (Bristol, June 2004) and an ILTHEconference session on small-scale projects (Hertfordshire, July 2004).
Internationally, I have givenpresentations at eight major international conferences and currently havesubmissions to three in 2006 (Higher Education Research & DevelopmentSociety of Australasia, HERDSA; International Consortium for EducationalDevelopment; International Geoscience Education Organisation, GeoSciEd). I havealso been extensively involved in a variety of international initiatives; forexample, I was invited in 2002 to participate in a three-day meeting in the USon “Research on Learning in the Geosciences” as the UK representative (http://serc.carleton.edu/research_on_learning/index.html);I was the co-convenor of a pedagogic research workshop at the fourth GeoSciEdconference in Canada in 2003; in 2004 I was co-convenor of a popular HE sessionat the 32nd International Geological Congress (a major research conference) inItaly; and this year I am helping to convene the International Network forLearning & Teaching in HE Geography (INLT) conference in Australia. Inaddition, my work with the SEDA Fellowships Committee led to me being appointeda member of the HERDSA Fellowship Reference Group. I very much value Helen’s contribution to the International Geoscience EducationOrganisation. She has been at the forefront of the initiative to promotequality research into the teaching and learning of geoscience and inco-convening the workshops at GeoSciEdIV in Calgary and IGC in Florence with herI have been impressed by her ability to bring people together and encouragethem to participate at the highest level (Chair: International Geoscience EducationOrganisation). I have been involved with and influenced by Helen’spassion, commitment and drive for many aspects of geoscience education overmany years. Her frequent visits to conferences and workshops has illustratedher desire to improve learning outcomes far more widely than the UK.Helen has been an excellent ambassador for the UK’scommitment to quality in tertiary education and for improvements inprofessional practice (Head ofSchool of Natural and Built Environments, University of South Australia).
Developing Excellence a) Ongoing review and enhancement of individualpractice I am very committed to ongoingreflection, evaluation and the development of my practice. This I achieveinformally through discussions with colleagues, attending events and taking onnew challenges, and formally through working towards relevant qualifications.In 2000, I achieved the SEDA Associate Fellowship and in 2006, the full SEDAFellowship. Both levels of the award involve a rigorous portfolio and vivaassessment procedure and include an annual CPD reporting process to remain ingood standing. As one of the assessors for Helen's SEDAFellowship,I noted her commitment to her own continuous professionaldevelopment was a particular strength which benefits her work. Aphilosophy of seeking growth and discovery influences Helen's readiness toparticipate in and learn from all manner of activities, and bring the learningback into a context where her colleagues benefit from it, and where it caninfluence student learning through her work with SEDA and the GEES SubjectCentre.(Dean of Learning and Teaching Development, Universityof the Arts London)
Such ongoing review has providedme with a platform for reflection on and enhancement of my practice. Forexample, investigating the processes of running programmes of small-scaleproject funding (King & Mattin, 2005: see CV) led me to greatly enhance thesupport for staff working on GEES Subject Centre-funded projects. This in turnled to higher motivation and productivity, resulting in better qualitydeliverables related to enhancing the student learning experience. From my experience of theGEES Small-Scale Projects programme I have found Helen to offer an invaluablesource of support. The initial networking meeting for project teams was bothinteresting, in terms of seeing the range of projects being undertaken, anduseful in helping to generate support for our project and providing anopportunity to discuss our ideas with others.This 'personal' approach to funding is excellent - the Subject Centre,through Helen, has felt like an extra partner in the project. (Lecturer, College of St Mark & St John). The processes of undertaking thesequalifications and thinking about my professional learning have also given me akeen interest in personal / professional development in general. I have worked witha variety of other educational developers and Subject Centre staff to supporttheir personal CPD. To provide me with further skills in this area and tosupport my work in ‘developing the developers’ I have recently begun a diplomacourse in life coaching which is already providing useful tools and ideas.
Not only do I review and enhancemy own practice but I also lead this area for the GEES Subject Centre. Formalevaluation is a crucial part of my role within the GEES Subject Centre where Iam responsible for the co-ordination of our evaluation strategy (includingworking closely with our external evaluator). This strategy includes ongoingformative evaluation to ensure we are on target to achieve our stated aims andoutcomes, and summative evaluation to assess the quality and effects of theSubject Centre activities and services.
b) Evidence of improvements resulting fromengagement in review My colleagues and I at the GEESSubject Centre regularly implement improvements in our activities and services,based on engagement in review. For example, my review of the Subject Centre’soverall programme of activities and reflection on my own experiences of workingwith undergraduates and postgraduates, led me to instigate a morestudent-focused approach to our activities. This included: Involving a team of University of Plymouth business students in theSubject Centre’s internal evaluation processes; Initiating a programme ofproject-funding, events and publications on the taught postgraduate studentlearning experience (King, 2005: see CV). This is an area that has been previouslyneglected in the higher education literature despite its critical learningissues (e.g. short, intense curriculum; relatively large number ofinternational students); Introducing direct contributionsfrom students into the work of the Subject Centre through a wide variety ofactivities including the pioneering two-day residential ‘entrepreneurialskills’ event for staff and students; a national student essay competition on‘what makes a good learning experience in GEES’; and active participation fromstudents in the Centre’s Feedback Group (an informal working party consistingof key learning and teaching champions in the disciplines). These activitieshave been built on and enhanced to include a second essay competition, atwo-day residential event for staff and students on corporate / socialresponsibility (jointly run with two other Subject Centres), and the provisionof work-placement opportunities at the Subject Centre for University ofPlymouth students.
Involving students in the work ofthe Subject Centre ensures that our activities remain up-to-date and appropriateto enhancing the GEES students’ learning experiences. In addition, feedbackfrom students who have been involved has been extremely positive and suggeststhat they have also benefited enormously from their participation. Thank you so much forinviting me to the [GEES Subject Centre’s] Belfast conference. I had a great time andmet some lovely people, as well as learning a lot (Student,University of Cambridge). Absolutely fantastic. Icannot stress enough how much I appreciate the fact that I was selected amongother students. The very idea of bringing together students and teaching staffis very good. (Student, Kingston University) Conclusion Over the last nine years I have inspiredand played a leading role in discipline-based educational development ingeography, earth and environmental sciences across the UK and internationally. Mycommitment to enhancing the student learning experience is evidenced throughthe wide variety of successful departmental, faculty, institutional, nationaland international initiatives that I have instigated and managed. My work isunderpinned by a respect for diverse staff and student needs and a commitmentto scholarship and evidence-based practice. I thoroughly enjoy my professionand the NTF award will further empower me to enhance the student learningexperience in HE locally, nationally and internationally.
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