The Subject Centre seeks case studies for inclusion in a booklet introducing good practice in teaching and learning to new staff in the Humanities.
The Subject Centre has won funding for a project combining the expertise of several Centres for Excellence in Teaching and Learning (CETLs), the Subject Centre itself, and disciplinary staff in order to enrich the experience of new and future faculty members by facilitating greater awareness of increasingly important aspects of teaching and learning in the Humanities, and thus actively involve them in the developing future of Humanities teaching.
An outcome of this project will be a collaborative publication which will be disseminated to History, Classics and Archaeology departments and centres for staff training.
Whilst postgraduates and postdoctoral researchers may feel part of research communities, this, nevertheless, falls far short of a sense of full membership of an academic community since their teaching role does not automatically admit them to a wider community of practice in teaching their disciplines. It is vital to introduce these future faculty members to current pedagogical research and initiatives in order for them to feel part of an active, responsive and vibrant teaching community. New faculty members can also experience marginality: they may participate in Academy-accredited teaching programmes but this can seem disjointed from their departmental teaching identity and discipline-related scholarly identity. CETLs can assist us to bridge the conceptual gap between what it means to be a Fellow of the Higher Education Academy and what it means to be part of the subject community. The drive towards inclusivity in HE should influence not only our approach to students and their needs but also our approach to attracting, retaining, and building job satisfaction among new and prospective staff in Humanities disciplines.
The publication will aim to develop active involvement and richer knowledge of discipline-relevant CETL work on, for example, such as employability, and effective learning practices. We hope also to encompass the newest innovations and approaches to e-learning and research-linked teaching.
While part of the contributions to the publication will come from the CETLs and the Subject Centre, we are also looking for case studies of examples of good practice by individual academics, whether working with a CETL or not.
If you have any experiences you feel should be shared with new lecturers in the fields of:
or any other aspect of teaching that helps students to engage with subject material in History, Classics, or Archaeology, please contact Kimm Curran at email@example.com for further discussion. Each accepted case study will attract a grant of £60. More in-depth case studies which amount to scholarship-linked action research will attract a grant of £100. Collaborations between established staff and GTA/new faculty are particularly welcome.
Deadline For Submissions: 8 April 2008