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4th CERD Research Conference by ktixcqlmc

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									                      4th CERD Research Conference

                       10.00 – 16.00 Friday 3rd June

                              EMMTEC Building

             Researching Teaching: Understanding Learning

Programme:

10.00-11.00 Mark F Smith
            Exploring laboratory and field-based practical provision within
            sport science-related undergraduate programmes: An audit of
            UK-based higher education institutions

              Sue Watling
              Digital Landscapes: inclusive potential versus exclusive practice


11.00-12.0    Ian Mathews, Diane Simpson and Karin Crawford
              Shaping the next generation - the experience of being a student
              mentor.

              Nigel Horner and Claire Blyth
              Acquiring understanding of the general (non-fiction) from the
              particular (fiction): potential learning strategies for Nursing and
              Social Work

12.00-13.00 Lunch (provided)

13.00-14.0    Tony Johns
              Learning – Does it emanate from Structure or Serendipity?
              (Interactive workshop)


14.00-15.0    Paula O'Brien
              The interaction between UK and international students: 'they
              don't want to speak to us'

              Terence Karran and Julian Beckton
              Academic Freedom in the USA – E Pluribus Unum?




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Abstracts

Exploring laboratory and field-based practical provision within sport science-
related undergraduate programmes: An audit of UK-based higher education
institutions

Mark F Smith


Background Current guidelines (i.e., QAA, BASES) provide academic teams
with a suggested general framework for laboratory and field-based practical
curriculum design, resource requirements and core syllabus content. Current
resources available within the Hospitality, Leisure, Sport and Tourism (HLST)
Centre on the HEA website also offer some recommendations when
developing and delivering discipline-specific modules (i.e. physiology,
psychology and biomechanics). With laboratory and field-based practical
activity inclusion paramount to student experience (QAA, 2008), no current
recommendations exist that provide guidance as to core, intermediate and
advanced practical provision within sport science-related undergraduate
degree programmes.

Purpose The ambition of this research project was to conduct an investigation
examining the extent of current Year One (Level C) laboratory/field-based
practical provision across a wide range of Higher Education Institutions (HEI)
delivering sport science-related programmes.

Methods Undertaken between August and September 2010, an online survey
was administered to 64 UK-based HEI currently delivering sport science-
related undergraduate degree programmes.

Results With a response rate of 36% (23 HEI), findings revealed that
significantly more (P < 0.001) practical laboratory/field-based engagement
occurs for physiology-related modules when compared to psychology and
biomechanics, despite assessment weighting being equal across the three
disciplines. Such finding was supported by a greater range of laboratory
provision to support teaching and learning activity in physiology. Furthermore,
it was noted that teaching support from technician and postgraduate
researchers were higher in physiology than in the other two areas. Across all
three year one modules, the most important elements of practical work in
year one were laboratory procedures and techniques and investigating
experiments, whilst the highest ranked aims were teaching core skills and
techniques and linking theory to practice. A total of 78% HEI felt current
barriers existed to effective year one practical laboratory/field-based teaching
and learning. Among the highest ranked were resources and facilities, time
allocation with the curriculum and class size. Interestingly, the average class
size for physiology and biomechanics-related modules was 19, whilst for
psychology it was 23. The most popular teaching methods/activities during
practical work were tutor-led seminars, tutor-led demonstrations, and


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laboratory/field-based experiments. In assessing year one practical work, all
three disciplines favoured laboratory reports as the main assessment tool.
Psychology-related modules had a strong emphasis on essay-style
assessments to evaluate practical activity.

Discussion & Conclusion: Based on these findings HEI offer a broad practical
curriculum to year one students studying sport science-related degree
programmes. Consideration by programme teams as to the nature of practical
teaching and learning strategies, as well as variation in assessment
methods/activities across year one disciplines/modules should be made.




Digital Landscapes: inclusive potential versus exclusive practice

Sue Watling

The expression ‘Digital Divide’ refers to more than access to technology for
the possession of hardware cannot guarantee equity of participation. For
users of assistive technologies, all the prerequisites for access can be in place
but if the digital data has not been designed with the needs of their
technology in mind then access will continue to be denied. The advantage of
digital data is its flexibility which ensures it can be available in multiple
formats and customised to individual preference. To transform the curriculum
for the needs for future learners, and work effectively within digital
landscapes, requires confidence and competence with the environment plus
an understanding of inclusive practice so as to minimise barriers. These
requirements should be neither under-estimated nor their presence assumed.
As digital data becomes increasingly prevalent so the divide between inclusive
and exclusive digital practices is in danger of widening. This paper suggests
that ensuring accessible digital landscapes in higher education requires
individual responsibility supported by a whole institution approach; both of
which recognise the value of digital inclusion.




Shaping the next generation - the experience of being a student mentor

Ian Mathews, Diane Simpson and Karin Crawford

In this session the presenters will report on a research project, being
undertaken across two universities, evaluating the impact of students’
participation in extra-curricula volunteering activities. The literature
demonstrates that there is little understanding of how extra-curricular
volunteering might enhance the experience of higher education and prepare


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students for future roles. The main aim of the research is therefore to
evaluate the motivations, expectations and experiences of students, drawn
from a range of academic disciplines, for undertaking volunteering work
commonly beyond their academic studies. The research draws on the
particular volunteering example of mentoring young people in public care.
The research questions whether and how such activities may further the
development of citizenship and enhance the education of participants. A
discrete theme within the study is that a number of mentors are undertaking
professional courses of training, typically teacher training or social work
education. Consequently, the study also examines how mentoring may inform
professional development and values alongside how career choices may
impact on the mentoring role.

This qualitative research draws on focus groups and interviews as well as
more innovative data sources such as vodcasts, student authored case-
studies and blogs. In this session the presenters will provide a context for the
research and highlight emerging trends and findings from the project. The
presentation will also feature some of the vodcasts, case study vignettes and
blog entries that have informed the study.




Acquiring understanding of the general (non-fiction) from the particular
(fiction): potential learning strategies for Nursing and Social Work

Nigel Horner and Claire Blyth

Nursing and Social Work is practised within and on the multiple and varied
dramatic stages of life: in health and sickness, around the joys of birth, with
the deep sadnes of loss, and death, the highs and lows, the ups and downs,
the expected and unexpected, the rhythms of life punctuated
by trauma, pain, hurt, happiness, agony, ecstasy and thence, finally, to an
end.
We all know about these things - firstly and primarily through lived experience
- but also from stories, fables, tales, plays, novels and poetry/ lyrics and
songs.
So to our question: if students of Nursing and Social Work need to
understand, for example, about grief, loss and bereavement - which are
essentially 20th century psychological concepts - what could be gained by
studying 19th century poetry, such as Tennyson's In Memoriam? Would
this amount to little more than added pedagogical value, or could it engender
a substantially different form of deeper learning, with higher levels of
emotional and affective impact?



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In this seminar, we will survey and summarise the existing literature, draw
upon responses from current and former students gathered over a ten year
period, and identify some critical possibilities for innovative learning.




Learning – Does it emanate from Structure or Serendipity?

Tony Johns

This workshop comprises a series of interactive exercises which will
investigate one aspect of the teaching / learning process. Delegates will work
as individuals, in pairs and in small groups to use their instinctive reactions,
memory and imagination to consider some of the fundamentals of teaching
and learning in higher education. The workshop is integral to the presenter’s
PhD research.




The interaction between UK and international students: 'they don't want to
speak to us'

Paula O'Brien

My doctoral research on the internationalisation of UK Higher Education (HE)
draws attention to 2 key areas: internationalisation of the curriculum and the
experiences of international students. While internationalising content is
considered relatively easy to address, the greater challenge has involved
internationalising teaching and learning strategies, and one of the central
issues has been increasing interaction between domestic and international
students (Marginson, 2007; Prescott & Hellstén, 2005)

Ethnographic research I have conducted over the past 5 years has shown
that there are opportunities at Lincoln to improve the relations between
international students and UK domiciled students in line with our competitive
set. In relation to these observations I have designed a Peer Programme
(based on the Newcastle University model) for UK and international students
which has been presented to the Faculty Teaching and Learning Committee
2011.

Arkoudis et al (2010) identified several potential obstacles to student
interaction, from both the teaching and the learning perspectives On the
teaching side, the main impediments seem to be the limited time available to
foster interaction, particularly when classes are large and the curriculum
‘content’ heavy. Such conditions tend to discourage staff from prioritising peer
interaction within the curriculum, at least in any planned and systematic


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sense. In relation to student learning, both staff and students identified a
number of challenges to effective interactions, including: differing levels of
English language proficiency; limited time spent on campus due to competing
commitments such as paid work; and lack of a ‘common ground’ between
domestic and international students due to differences in academic priorities
and learning experiences, as well as in their linguistic and cultural
backgrounds.


Academic Freedom in the USA – E Pluribus Unum?

Terence Karran and Julian Beckton

Many of the battles between gown, town and crown since the establishment
of the first university in Bologna in 1088 have been about academic freedom,
which is seen as a defining characteristic of the modern research university.
Within European states, the church, monarchs and finally governments
gradually recognised the need for academic freedom, with the consequence
that most EU states have some protection for academic freedom enshrined in
their constitutions or in legislation – the UK is the exception. The
development of universities in the USA, followed a different historical path,
with the result that there is no direct legal or constitutional protection for
academic freedom. Consequently the American Association of University
Professors drew up their own guidelines for protecting academic freedom and
persuaded universities and their staff to accept them. This session will focus
on recently completed research by CERD staff which examines the level of
voluntary compliance with the AAUP guidelines among 100 US universities.
The study reveals different attitudes to academic freedom between public and
private universities, and evidence that a high level of compliance is the hall-
mark of the best universities.




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