Scholarship Development: First steps to conference presentation
Dr Sara Smith from the University of Nottingham talks about her own route to scholarly activity, and shares advice on how to begin presenting your work at academic conferences
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tel: 01463 279486
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As an academic, I see scholarly activity as essential not just to maintain/develop knowledge in my discipline area but also to enhance the approaches and methods that I adopt for the delivery of my subject. More importantly, these experiences and knowledge gained should be shared - it is no good developing your own teaching practice in isolation! Its good to share and also to learn from the experiences of others.
In this presentation I will share how I have embedded scholarly activity within my own practice and the ways in which I have shared my experiences, presented my work and published my findings. My aim is to dispel the many myths around scholarly activity and to encourage others to become more actively involved.
Having worked in the NHS as a biomedical scientist for 17 years delivering training programmes and CPD course for medics, nurses and allied health professionals I moved into the higher education sector just over 12 years ago. I have a passion for teaching and developing new and innovative approaches that foster a positive learning environment. In particular my focus has been supporting the development of practitioner capability. This led me to undertaking an Educational Doctorate investigating pre-registration training of biomedical scientists for entry onto the professional register - BSc Applied Biomedical Science. My aim was to provide an insight into how the programme’s stakeholders (academics, biomedical science practitioners and students) interact with the pressures of both internal and external influences and the impact this has upon behaviours and strategies adopted to support learning and teaching on the award. At the heart of my research was a drive to understand how this positioning of stakeholders influences programme delivery, and ultimately the development of capable biomedical science practitioners.
Learning and Teaching Enhancement Strategy Values
The UK Professional Standards Framework
A2. Teach and/or support learning
A4. Develop effective learning environments and approaches to student support and guidance
K2. Appropriate methods for teaching, learning and assessing in the subject area and at the level of the academic programme
K5. Methods for evaluating the effectiveness of teaching
V3. Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development
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