Life and work in academia: event for new lecturers in languages, linguistics and area studies

Location map | Programme | Event report

Aimed at new teaching staff (less than 2 years experience) in languages, linguistics and area studies, this workshop aims to complement ‘generic’ Postgraduate Certificate courses offered by institutions. The workshop will also be useful for experienced staff who are new to the UK and finishing and recent PhD students seeking academic employment.

The event will take a holistic and long term examination of the academic career and will include discussions of:

• classroom issues
• career promotion and progression (for both fixed-term and permanent staff)
• university citizenship
• making the most of the Subject Centre
• good practice in e-learning
• assessment

Learning outcomes

• An understanding of how to balance the diverse roles required of an academic
• An increased awareness of the activities of the Subject Centre for LLAS
• Awareness of the possibilities and opportunities for career promotion and progression
• An understanding of opportunities for service in universities and in subject associations
• An enhanced awareness of key issues in classroom teaching

Fees

• There is a charge of £130 for employees and postgraduate students of publicly funded UK educational institutions to attend this event. This includes one night’s accommodation at Aston Business School, lunch and evening meal on the 15 April and breakfast on the 16 April. The price without accommodation is £110.
• There is a charge of £160 for employees and postgraduate students of private institutions/organisations and non-UK institutions to attend this event. This includes one night’s accommodation at Aston Business School, lunch and evening meal on the 15 April and breakfast on the 16 April. The price without accommodation is £140.
• Please note that we reserve the right to retain the full fee if you do not notify us at least two weeks beforehand that you are unable to attend.
• Full details of our charging policy are available.

Travel bursary

A travel bursary is available for this event. Deadline for applications is the 4 December, 2009.

Programme for 15 April 2010

Time	Session
12.00-13.00	Registration and lunch
13.00-13.15	Welcome and introductions
13.15-14.00	The university academic: one job, many roles RJ Ellis, University of Birmingham
14.00-15.00	Supporting teaching and learning in languages, linguistics and area studies: What can the Subject Centre do for you? John Canning, Subject Centre for Languages, Linguistics and Area Studies
15.00-15.45	One year on: A perspective from a new lecturer Helen Robinson, University of Lincoln A year in the business (Word File, 32.0Kb)
15.45-16.00	Tea break
16.00-16.45	Citizenship and service in the university Pam Moores, Aston University Slides (PowerPoint, 288Kb)
16.45-17.30	From specialist to generalist: teaching across the discipline The PhD is by its nature very specialist. However, as a teacher in higher education you need to be able to teach a wide range of course across your discipline. This could include teaching introductory courses and language classes. Carolin Esser, University of Winchester Slides (PowerPoint, 1.72Mb)
19.00	Evening meal

Programme for 16 April 2010

Time	Session
7.30-8.30	Breakfast
9.00-9.45	Pastoral support of students Adrian Sewell, University of Southampton
9.45-10.30	Using, developing and sharing teaching resources Kate Borthwick, Subject Centre for Languages, Linguistics and Area Studies Slides (PowerPoint, 4.95Mb)
10.30-11.00	Coffee break
11.00-11.45	Assessment and feedback John Canning, Subject Centre for Languages, Linguistics and Area Studies Slides (PowerPoint, 864Kb)
11.45-12.30	Career progression and promotion This session will explore ways in which delegates can progress in their careers and the possible opportunities available to them. Marina Orsini- Jones will also address the particular needs of part-time and fixed-term staff. Marina Orsini-Jones, Coventry University Slides (PowerPoint, 1.90Mb)
12.30-13.00	Closing plenary

Event reports

Life and work in Academia: event for new lecturers in languages, linguistics and area studies

by Najma Husain

The event aimed to take a holistic and long term examination of the academic career in UK institutions useful for new lecturers and PhD students seeking academic employment. Sessions focused on classroom and student issues, teaching resources, teaching across the discipline, assessment, career promotion and progression, university citizenship, and the role of the Subject Centre.

Session 1: The University Academic: One Job, Many Roles

R J Ellis, University of Birmingham

Dick Ellis started the session comparing the needs and requirements of the times 30 years ago when he began his teaching career and what it is today. He stated, earlier, the focus was only threefold: teaching, research and administration. Now the job of a lecturer in HE is much more complex with multiple roles to play; they need to pay attention to both personal and professional development; they need to be well aware of the required skills of international collaboration, entrepreneurship, networking, customer- satisfaction, IT know-how, quality control, problem-solving, multi-tasking and time-management for achieving their goals. Today, teaching requires providing comprehensive feedback to students, developing transferable skills in them, and also training them to become independent, self-directed learners. Lecturers now need to upgrade their qualifications (they can make use of the existing training programmes available); indulge in outreach activities; bid for internal and external funding.

Dick Ellis also mentioned the significance of research and publication for lecturers for their progress and development (they can sometimes avail sabbatical for completion of their research projects and publications). Administrative roles today have also multiplied. Now lecturers also act as coordinators for different internal and external programmes. Appraisals also play a significant role in staff development. To benefit from this, lecturers need to keep their records up-to-date. Finally, it is also important to learn the art of coping with bureaucracy without being cynical.

Session 2: Supporting teaching and learning in languages, linguistics and area studies: What can the Subject Centre do for you?

John Canning, Subject Centre for Languages, Linguistics and Area Studies

This session provided a comprehensive account of the role of the Subject Centre hosted by the University of Southampton and funded by the Higher Education Academy (HEA). The vision of HEA is to provide the highest quality learning experience for students in UK higher education. Supported by the HEA, 24 subject centres based in different universities in UK provide discipline-based support to both students and academics. The activities of the HEA also include recognition of Postgraduate Certificate courses.

LLAS is one of the 24 HEA subject centres and is hosted by the University of Southampton with UK-wide remit. The main role of the centre is to provide support to those HEIs which teach languages, linguistics and area studies. This is done by holding conferences, workshops and supporting projects such as the Islamic Studies Network (with five other subject centres), Humbox (a repository for creating and sharing teaching resources) and the Language Network for Quality Assurance (LANQUA).

LLAS’s major publication is “Liaison” a magazine which comes out twice a year promoting its activities. It also funds projects on pedagogic research and materials development. It promotes government initiatives for Employability and Entrepreneurship, Education for Sustainable Development and the National Student Survey. Some of its promotional materials include: Why study languages?, Discover American Studies and Language unlimited. It provides staff development and also supports research projects such as transition from school to higher education.

In summary LLAS plays a key role in supporting the activities of all institutions in UK HE that teach Languages, Linguistics and Area Studies.    

Session 3: One year on: A perspective from a new lecturer

Helen Robinson, University of Lincoln

Helen Robinson commenced the session sharing her achievements and lessons learnt from her own teaching scenarios. She provided useful tips to newcomers for getting ahead in academia. She advised them to get to know people as early as possible in their career, making efforts to treat everyone with equal respect, from the VC to the cleaning staff. She reiterated the need to know one’s responsibilities well and to carry them out efficiently- making maximum use of the existing resources available. She also suggested benefiting from the training sessions available in the institutions.

In the first year of teaching, she felt it was important not to overload oneself. It was also essential to maintain a record of one’s work done with an open mind to accept setbacks. Lecturers need to regularly update their language skills even if they were native speakers of that language. Keeping oneself abreast with events, such as politics, language evolution, student issues etc in the target country would be helpful. 

Since research plays an integral part in academia, one needs to engage in research activities without neglecting one’s teaching skills and also encourage students to engage in research to bring new ideas to class: this would give opportunity to learn from the students as well. One must always make efforts to help colleagues who might be suffering from stress. It is also essential to set realistic and achievable targets and one should always try to adapt and diversify oneself.

Session 4: Citizenship and service in the university

Pam Moores, Aston University

Citizenship and service in the university, Pam Moores argues seems an uninspiring subject yet commitment to ‘good citizenship’ is a crucial criterion in academic appointments and promotions.

Academics today are challenged by an ever broader remit for good citizenship. We are all expected to take our knowledge and skills beyond academia and make a difference.

However, academics can only work successfully and effectively through the support of a strong academic community - whether in research teams, departmental groups, or subject associations. We juggle and balance multiple tasks, and can only do so if everyone recognizes the responsibility of good citizenship, and what it means at their particular level. 

To acquire a sense of good citizenship, academics need to broaden their stereotypical role contrasting it with the collaboration and positive team-working. This requires versatility, rigorous discipline, prioritization, good time-management skills, good organization, documentation and record-keeping, IT, communication and media skills.

Academics sometimes complain about the burden of administration but they need to see administrate staff as partners. This will help produce the best outcome through good understanding of each other’s respective roles, mutual respect and positive collaboration. As service to university, academics can also participate in enterprises such as: recruitment, placements, quality assurance and enhancement and assessment. They can also engage themselves in policy and decision-making for their own subject group/department and also contribute to committee work towards school, faculty board and senate.

Contributing towards university service may also include various other roles in subject associations such as journal editor, membership secretary, treasurer, event organizer, publicity officer, subject representative etc and some other kinds of voluntary/unpaid work as well.

If academics diversify from their stereotypical roles they will find hidden benefits for them in their career which includes personal fulfillment and career development opportunities; wider recognition which opens doors for interdisciplinary collaboration; utilization of transferable skills ; greater self-confidence; wider career prospects; promotion opportunities and much more.

Session 5: From specialist to generalist: teaching across the discipline

Carolin Esser, University of Winchester

Carolin Esser started her session by exploring possibilities for acquiring skills to teach in HE as a teacher in higher education is required to teach a wide range of courses across discipline. This could include teaching introductory courses and language classes. One of the ways to begin teaching an unfamiliar subject could be by mind mapping the different aspects of that subject.

She provided some useful tips for tackling the subject as a specialist in one’s discipline and a trained academic. She emphasised that we need to guide the students in their own learning, not necessarily providing them with every possible bit of knowledge. When preparing to teach we could ask colleagues for advice or do some research around the topic ourselves. If there is any documentation from the previous years available, that would be useful. We could also utilise our own previous knowledge on the subject. When inside the classroom we must be prepared and have trust in ourselves. We must ensure that we understand the subject well. It is also important to be aware of how much new material our students can cope with in one day and plan our classes accordingly. It would also be useful to prepare additional material besides the one aimed for the class. There is no harm in acknowledging when we do not know something, but we must bring the answer back to the students in the next class. Lastly, we must enjoy ourselves teaching the subject which in turn will motivate the students as well.

The session concluded with the group presentations - each group sharing its own approach towards teaching a specific aspect of the subject provided by the presenter.

Session 6: Pastoral support of students

Adrian Sewell, University of Southampton

Adrian Sewell began his session by eliciting from the participants their views and experiences of the problems they encounter with their students and the possible solutions. He shared that students suffer from a host of problems of diverse nature ranging from academic to personal problems and lecturers with pastoral responsibility should have a humane approach towards students who need help and they need to be firm on issues which relate to academics. Lecturers need to be aware of the support services available on campus where such students could be guided to get assistance to overcome their problems. Lecturers should not indulge in resolving the personal issues of the students and their role should mainly be that of a guide and mentor.

Session 7: Using, developing and sharing teaching resources

Kate Borthwick, Subject Centre for Languages, Linguistics and Area Studies

Technology in HE teaching/learning is in much greater demand today, than ever before. The session shared how e-learning strategies can be useful for introducing and learning new ideas, teaching methods and connecting to other practitioners in the field. This can be done through the Open Educational Resources (OERs) - a movement sponsored by the Open Courseware consortium comprising a group of over 200 institutions worldwide whose mission is to make educational content available online for all and also to encourage others to share their content under an intellectual property license that allows the free use or re-purposing of these resources by others. Resources include full courses, course materials, modules, textbooks, videos, tests, softwares etc. OERs can be accessed through sites like MIT – the OU – YouTubeEDu, and iTunesU. The OER ‘movement iTunesU features publicity and promotional resources from a number of UK institutions. Resources on this site can be used without re-purposing or editing. YouTubeEdu features videos mostly for institutional work which can also not be edited.

Then there are sites like JorumUK and JorumOpen- funded by the UK government. Anyone can download, use, edit and repurpose the resources from JorumOpen but materials can only be uploaded or contributed by members of UK HE/FE institutions. Subject Centre’s HumBox is another repository for humanities resources. Some files on HumBox can be downloaded and edited and some can just be downloaded and not edited. Only HE teachers have contributed materials to these sites.

Next the discussion turned to the benefits of sharing one’s own materials on these sites. Kate Borthwick added that this will not only connect one with other discipline specialists across the world but will also create a worldwide image for the individuals especially for the  newcomers in HE who will greatly benefit their careers by sharing their materials.

Kate Borthwick further explained how one could effectively use these sites and also gave directions how to access the sites. She concluded the session by providing useful links for sharing and creating online materials.

Session 8: Assessment and Feedback

John Canning, Subject Centre for Languages, Linguistics and Area Studies

The session began with small group presentations-each group presenting its views on the principles, purposes and weaknesses of assessment. John Canning further elaborated the essential features of a good assessment: valid, reliable, transparent and authentic-explaining each in detail. It is also important to ensure what we want to assess of our learners whether it is deep learning, surface learning or strategic learning (explanation of each was provided).

While assessing, approaches based either on Bloom’s (1956) Hierarchy of the cognitive domain, Biggs (1997, 1999) Structure of Observed Learning Outcome (SOLO), or Methods, sources and instruments of assessment from Brown (2001) could be adopted. Detailed description of each was discussed.

Feedback also plays an integral role in assessment which could be oral, written or both. Use of new technology from (Brick 2009) can be helpful in this regard. It has been observed that feedback often receives low scores on National Student Survey. Good feedback is normally considered to be relevant, timely, meaningful and one which makes suggestions for improvement.

The session concluded with some other issues that also need to be taken into consideration. Time and feedback are both essential features in assessment and, also measures that are taken for disability and reasonable accommodations that are made for it according to Special Educational Needs and Disability Act 2001 SENDA (2001). How much a module is assessed is also important as well as its context in the whole programme that is being assessed and also the time involved.

Session 9: Career progression and promotion

Marina Orsini-Jones, Coventry University

Marina Orsini-Jones discussed the current situation of Modern Languages lecturers in HE, and what strategies they could follow to obtain promotion in their careers. She then compared career roles in pre-92 and post-92 universities. She went on to discuss the Appraisal Processes which have various different institution-specific names. In order to effectively benefit from the appraisal process, it is important to learn how to plan for progression within one’s institution by getting advice from a host of people in this regard, including one’s line manager or mentor. She further shared some of her own career strategies in four different phases which showed the journey of her career advancement and achievements of her target goals.

She provided useful tips to the group for career progression and survival in academia. This can be done she reiterated by regularly  attending  conferences, presenting papers, networking, applying for funding, always inventing  a role for oneself, keeping oneself informed of HE strategic developments (e.g. by reading Times Higher Education), always being flexible, keeping more than one option open in terms of career development, developing specific research interests. She emphasised that for career advancement it would also be beneficial  to obtain higher qualifications such as a PhD or professional doctorate and also acquire good communication skills, analytical skills and many other ‘soft skills’ which are essential for career development.