King’s Learning Institute: Annual Review 2011-12

King’s Learning Institute Annual Review 2011-12

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King’s Experience Project

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Research-rich teaching in higher education

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Strategic curriculum change book launch: global trends

A message from the Director of King’s Learning Institute The year has been a particularly busy and fruitful one for King’s Learning Institute and those whose work we support.

During this year we have completed a review of all our academic programmes, from Postgraduate Certificate through to Masters, bringing them all into a single framework and redesigning many modules in response to participant feedback.

Recruitment levels are at their highest level ever, throughout our programmes, and the recent Postgraduate Taught Experience Survey shows that our new Postgraduate Certificate programme is highly rated, as are our full Master’s awards. Our awards are now also accredited by the Higher Education Academy.

Another major development has been the introduction of a Professional Development Framework across the College, enabling colleagues to review and develop their expertise in a more structured way, and to gain recognition for it.

KLI has also been successful in the development of its research, gaining a growing number of external grants. A highlight was the publication of 'Strategic Curriculum Change in universities: Global Trends', which drew on the major international study undertaken by Professor Paul Blackmore, Dr Camille Kandiko and other members of KLI during the previous year.

This has helped to confirm the College’s position internationally in the field of curriculum change. Dr Anna Zimdars won the

Society for Research in Higher Education’s award for newer researchers, the third member of KLI to gain the award in four years, and Dr Stylianos Hatzipanagos gained two major EU grants, demonstrating our growing strength in winning external grants.

The King’s Experience Project has now been established as a five-year curriculum initiative that aims to transform students’ learning experiences, ensuring that all students are offered a distinctive and excellent educational opportunity at King’s. This will be a major vehicle for KLI’s work and will offer many opportunities for curriculum innovation and also for influencing national policy.

The establishment of a Centre for Technology Enhanced Learning, associated with KLI, and the appointment of Professor Mark Russell as the College’s first Professor of Technology-Enhanced Learning has been a major advance for the College and offers a strong focal point for this centrally important area.

Internationally and nationally KLI has a strong and growing reputation for its research, its teaching and its consultancy, working through a range of research and development networks.

If our work is of interest to you, please get in touch or visit our website.

Professor Paul Blackmore

Higher Education Academy accredits KLI’s postgraduate taught programmes In 2012 KLI was awarded Higher Education Academy (HEA) accreditation for both the Postgraduate Certificate in Academic Practice in Higher Education and the Postgraduate Certificate in Medical Education when the College provision was mapped to the UK Professional Standards Framework. Upon a participant’s successful

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completion of these qualifications the Institute can facilitate recognition as a HEA Fellow. For those successfully concluding their studies with the core module of the Postgraduate Certificate in Academic Practice in Higher Education ‘Enhancing Academic Practice’ the Institute can facilitate recognition as HEA Associate Fellow.

During 2013 KLI plans to achieve HEA accreditation for the Postgraduate Diploma stages of the two Masters programmes at the Senior Fellow level, which recognises teaching leadership roles and scholarly work in relation to teaching and learning in addition to teaching and assessment expertise. In addition, we plan to achieve Academy of Medical Educators

(AoME) recognition for the Postgraduate Certificate in Medical Education.

MA in Clinical Education redesigned and focused In many areas of healthcare, the traditional approach to education is an apprenticeship model where experienced practitioners engage in teaching activities with preregistration, undergraduate, or postgraduate students or with colleagues as continuing professional development activities.

When the MA in Clinical Pedagogy was introduced in 2009 its aim was to meet this need, serving a small cohort of healthcare practitioners, primarily dentists, pharmacists, and dietiticians.

Centre connecting the work of the College with Guy’s and St Thomas’ NHS Foundation Trust, King’s College Hospital NHS Foundation Trust, and the South London and Maudsley NHS Foundation Trust, identified new needs for the programme. King’s now has one of the largest populations of healthcare professions students in Europe, and the hundreds of clinical practitioners who mentor and teach these students in practice have had limited access to a professional teaching qualification.

which will be re-launched as the Masters in Clinical Education from 201213. The newly designed programme is intended to meet the specialized needs of clinical educators who have a background as a practitioner or expert in healthcare and find they are engaging in teaching activities as part of their clinical practice. Participants are normally experienced in their own clinical specialism but may have had little opportunity to explore educational ideas or to review their teaching in a systematic, reflective way.

The introduction of King’s Health Partners and the Academic Health Sciences

With this in mind KLI undertook a substantial review of the programme,

The programme consists of a series of 15-credit modules at Level 7 that are

studied on a part-time basis.

Participants can exit the programme at Postgraduate Certificate level after four modules, at the Postgraduate Diploma level after eight modules, or can continue on and complete a dissertation for the full Masters. Each module consists of a combination of taught sessions and self-directed learning, the overall goals of which contribute to participants’ development as professional clinical educators’.

For more information about the programme please visit http://www.kcl.ac.uk/ study/learningteaching/kli/ pc/mace.aspx

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KLI launches its new Postgraduate Certificate in Academic Practice in Higher Education After a major curriculum review in consultation with Schools, the new Postgraduate Certificate in Academic Practice in Higher Education was introduced in October 2011. The new provision builds on the strengths of the original programme, recognising that higher education and King’s have changed since the PGCAP was first introduced in 2001. The benefits of the new programme include: •• a research-rich, integrated approach to academic and professional practice in which scholarly inquiry is central to learning and participants actively engage in inquiry-led development of practice as both users and, if

appropriate, producers of pedagogic scholarship; •• opportunities to reflect critically on practice in collaboration with peers in disciplinary, multidisciplinary and interprofessional learning contexts; •• a modularized structure to enable participants to build on the core foundation by tailoring option modules to their specific professional development needs and interests as well as facilitating accreditation of prior learning.

The new structure means that participants have the opportunity to meet colleagues from many disciplines and also to spend time in seminar

groups that are related to their discipline. The link between KLI tutors and participants has been greatly strengthened.

The changes to the provision have led to a significant increase in the scores achieved by the programme in the 201112 Postgraduate Taught Experience Survey (PTES) as compared to the previous version of the PGCAP. Positive feedback received from participants on the core module in the first year of delivery includes: ‘Lots of information sources given which you can pick and choose from depending on your interests - my course tutor always provides extra material during and after the seminars. I also felt that

the microteaching session was conducted in a very supportive environment with constructive feedback which was great, as I came into it very nervous!’

‘Good mix of theory and reallife examples.’ ‘[KLI] Tutors go straight to the point and I believe this is a very positive aspect. Tutors showed an amazing professionalism and knowledge.’

‘The cross-schools and discipline organisation of the groups is a very positive aspect, allowing sharing of ideas and opening up new possibilities to adapt practices from other Schools that may not have been considered suitable for a given course or group.’

Assisting Schools with their teaching and learning needs Much of King’s Learning Institute’s work with Schools during 2011-12 focused around supporting the work of the Learning and Teaching Coordinators within their Schools, delivering bespoke workshops and seminars in response to local needs, local level consultancy and attending School Education Committees and other committees and meetings at School or Department invitation.

Evaluation of our workshops and seminars suggests we

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continue to provide useful and high quality professional development events. We are fortunate to enjoy a strong presence in most Schools beyond the delivery of our academic programmes and wherever possible would like to strengthen our links further. There are many opportunities for developing the Institute’s range of professional development activities, particularly in the area of healthcare (King’s Health Partners) and non-programme orientated development for other

academic disciplines. In designing and developing new opportunities KLI will take note of the College’s priorities, responding to these in the first instance.

Assessment and feedback has been a major College initiative since 2010-11.

In response to this KLI has introduced a number of formal and informal activities to improve this area. KLI hosted a series of Assessment & Feedback events commencing in 2010-11 and continuing into 2011-12,

bringing together staff and students from all Schools to discuss the challenges and identify approaches for enhancement. A new module Assessment & Feedback in Higher Education will be available on the Postgraduate Certificate in Academic Practice in Higher Education from 2012-13. This is also available on a freestanding basis to all staff. For those interested in seeking highly focused support, workshops and seminars are offered each year.

Recognising skills The Leadership Award is offered in conjunction with KCLSU and the Careers & Employability Office.

The Award enables you to: O reflect

on your teamwork skills and the factors which affect the success of a group

O understand

the role and function of a leader

O communicate O understand

confidently in a variety of situations

the business environment

O understand

how to manage a successful project from start to finish

O be

celebrated for your achievements at the King's Leadership Awards Ceremony.

The King’s Leadership Award is available to anyone who undertakes work or volunteering for, on behalf of, or facilitated by KCLSU. For more information, please visit the King’s Experience website www.kcl.ac.uk/kep

Internship opportunities

Deepening learning The King’s Experience initiative aims to offer you a distinctive higher education experience. Over the next three years we are putting in place new opportunities to undertake interdisciplinary study, to engage with both local and global communities, and to experience the benefits of a research-rich environment, as you develop expert academic skills in your chosen subject.

In today’s challenging environment, the King’s Experience provides opportunities for you to gain a competitive advantage over other graduates, by broadening and deepening your learning, and by recognising activities you undertake alongside your formal studies.

The King’s Leadership Award

The King's Experience

Inside pages please trim minimal amount on right-hand edge to fold inwards

Internship opportunities We are recruiting students to undertake paid internships to support and enhance the work of the King’s Experience. The internships will engage students in a range of activities aimed at enhancing the overall student experience and provide a valuable opportunity to broaden and strengthen your skills.

For more information about the internships and how to apply visit the Careers and Employability Office, or email kep@kcl.ac.uk Your opinions matter We are actively seeking your opinions. If you would like to talk about your experiences at King’s and be paid to participate in research to develop the King’s Experience Survey and other educational research, please join our mailing list to receive invitations for focus groups and interviews.

Email us at kep@kcl.ac.uk

King’s Experience Project The King’s Experience Project is a major College initiative aimed at enhancing students’ undergraduate experience by offering distinctive learning opportunities both within and beyond the formal curriculum. The project is managed through KLI working collaboratively with a range of stakeholder including students, senior colleagues, Schools and Departments across the College.

The King’s Experience is rooted in the King’sWarwick Project, which in 2010-11 undertook an extended investigation into the curriculum based on research at over 25 leading research-intensive universities worldwide. The resultant project seeks to ensure that every King’s student experiences an education that is not only excellent, but distinctively so. To achieve this the project intends to support the College in delivering a

curriculum that is embedded in research, is locally and globally engaged, offers interdisciplinary opportunities and supports advanced academic literacy in a discipline.

The survey will focus on what students do inside and outside the classroom, how they allocate their time, the quality of their interactions and what they feel they have gained in their studies.

During 2012 the project team has worked on a number of fronts to move the initiative forward.

A King’s Experience Survey has been under development with a view to making this available to students in the first quarter of 2013. The survey will focus on what students do inside and

outside the classroom, how they allocate their time, the quality of their interactions and what they feel they have gained in their studies.

It has been developed in consultation with student focus groups, the Learning Teaching Coordinators and School Education Committees. The data collected from the survey will be analysed by the project team.

The Students' Union has worked closely with the project team to expand the existing Leadership Award, which recognises students’ achievements beyond the formal curriculum. It is available to any student undertaking voluntary work on behalf of the Students' Union. Further Awards will be developed during 2012-13 with a view to introducing these on a phased basis from 2013 onwards. The first is a King’s Global Award, recognising but not limited to study abroad, foreign

language learning, or outreach work with ethnic communities in the UK. This will be followed by a King’s London Award to recognise local and community engagement.

The project intends to maximise student engagement throughout the development, piloting and implementation of the project. King’s Experience will offer a number of paid internships to students who will play an active role in shaping the project outcomes. The internships will offer students a valuable opportunity for professional development and will be available on an ongoing basis from 2012-13.

Student consultants were engaged in 2012 to investigate how they learn and how research informs their learning. Their findings will be published in 2013 in a special edition of the Higher Education Research Network Journal.

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6th Annual Excellence in Teaching Conference The 6th Excellence in Teaching Conference took place on Tuesday 19 June 2012 with a keynote address from Professor Steve Jones, Principal Research Associate in the Department of Genetics, Evolution & Environment at UCL and a plenary lecture from Professor Peter McPhee of the University of Melbourne.

Podcasts of their speeches can be accessed via http:// www.kcl.ac.uk/study/ learningteaching/kli/ conferences/eitc/index.aspx.

The overarching theme of the conference was the research-teaching nexus.

These two core activities of universities are often seen to be in tension. The message

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of the conference was that teaching and research are two complementary facets of academic practice, rather than polar opposites, where students can be encouraged to learn in research-like ways and directly benefit from the research activity of staff. At the conference, many novel policy initiatives, curriculum innovations and teaching methods were presented with the importance of research-rich teaching and learning providing a focus of both the keynote and plenary lectures.

Other highlights of the conference included a presentation of the findings of a College-wide

project led by Professor Ian Kinchin on ‘Students as Researchers’ with the students leading the discussion. Professor Mark Russell gave an entertaining and thought-provoking overview of the potential of technology enhanced learning as Director of the newly launched Centre for Technology Enhanced Learning, and Dr Michael Flavin offered an insight into King’s Experience, a major College initiative to offer all students a distinctive learning experience. Grant holders of the 2011 College Teaching Fund also presented the outcomes of their projects through a series of seminars and poster presentations.

The 7th Excellence in Teaching Conference will be held on Tuesday 18 June 2013. Professor David Watson will provide the plenary address. The overarching theme of the 7th Annual Conference is the distinctiveness of experts’ teaching, in particular how researchers, lead practitioners, and leading scholars deliver to their students’ educational experiences that are uniquely theirs: or are unique to their discipline or profession.

If you are interested in participating in the Conference as a delegate, seminar speaker or poster presenter please visit http:// www.kcl.ac.uk/study/ learningteaching/kli/ conferences/eitc/index.aspx.

Flexible development opportunities launched for GTAs and early career researchers In October 2011 King’s Learning Institute launched its new collection of development opportunities for early career researchers.

These were developed for graduate students involved in the support of teaching and learning to help them prepare for a teaching role or gain formal recognition for their teaching. The flexible awards will enable them to access practical support for teaching or to work towards a College qualification and recognition as (Associate) Fellow of the Higher Education Academy.

They meet the varied needs of graduate students at different stages of their

career or with different career aspirations and are recognised across the sector.

Preparing to Teach For individuals new to teaching or those wanting to prepare for a future teaching role, the two-day Preparing to Teach option offers practical guidance, teaching techniques and strategies for evaluating and enhancing teaching practice. The course includes sessions on preparing to teach, small group and large group teaching, teaching in the disciplines and evaluating practice. A clinical teaching option is available for those

teaching in healthcare settings. At the end of the course participants receive a certificate of attendance.

Enhancing Academic Practice For graduate students with more substantial teaching responsibilities or wanting to work towards a qualification, the module Enhancing Academic Practice can be taken as a freestanding 30-credit module or as the core module of the Postgraduate Certificate in Academic Practice in Higher Education. This is an accredited route to

Associate Fellowship of the Higher Education Academy.

Postgraduate Certificate in Academic Practice in Higher Education Finally, for those graduate students wishing to work towards a full qualification, the Postgraduate Certificate can be achieved by successfully completing two 15 credit option modules in addition to the core Enhancing Academic Practice module. This is an accredited route to Fellowship of the Higher Education Academy.

Teaching Fellowships recognise excellent teachers The College’s Teaching Fellowships and the Higher Education Academy National Teaching Fellowship Individual Scheme (NTFS) were promoted extensively in 2011-12 to create a developmental approach to teaching excellence. This is the second year KLI has managed the College’s Teaching Fellowships.

The College Education Committee awarded Fellowships to Dr Ian Noonan from the Florence Nightingale School of Nursing & Midwifery and Dr Michael Escudier from the Dental Institute. The

grant awarded with the Fellowship can be used for personal development with the intention that the College’s Teaching Fellows may become future nominees for the NTFS. In 2012 the College nominated three members of staff for the NTFS. The Higher Education Academy awards up to 55 National Teaching Fellows each year from universities in England, Wales and Northern Ireland.

Nomination to the scheme is in itself prestigious with institutions recognising the high calibre of individual staff. King’s nominees were

The Higher Education Academy awards up to 55 National Teaching Fellowships each year from universities in England, Wales and Northern Ireland.

Dr Michael Escudier and Professor Mark Woolford from the Dental Institute and Dr Martin Webber from the Institute of Psychiatry.

Their nomination was supported by a selection panel including National

Teaching Fellows’ Ms Sharon Markless from King’s Learning Institute, Professor Mark Russell from the Centre for Technology Enhanced Learning and Professor Susan Lea from the Institute of Psychiatry.

KLI has introduced a mentoring scheme to support potential applicants through the nomination process for both awards. The mentoring scheme provides one-to-one support for identified candidates and the workshops are open to anyone who is interested in pursuing recognition through either scheme.

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Learning & Teaching at King’s Opportunities for Funding & Recognition

The College is committed to enhancing teaching and recognising excellent practice with a central fund to encourage staff to develop innovative teaching.

Teaching Excellence Awards

King’s Teaching Fellowship

(Deadline 28 March 2013)

(Deadline 26 April 2013)

Staff and students are invited to nominate a member of staff based on the motivation and interest encouraged by their teaching, innovation, organization and management of a module or programme.

Applications supported by your Head of School for an individual award of £3,000 to use on your professional development: candidates need to demonstrate individual excellence in learning and teaching.

College Teaching Fund

National Teaching Fellowship Scheme

Applications are invited to undertake innovative teaching projects that will make a substantial difference to the experience of a significant number of students.

The Higher Education Academy’s (HEA) recognises and rewards individuals in teaching in higher education particularly those able to demonstrate making an outstanding impact on the student learning experience.

The College is allowed to nominate three individuals each year for the £10,000 award

(Deadline 28 March 2013)

(Deadline 16 November 2012)

All details can be found at

www.kcl.ac.uk/study/learningteaching/kings/funding 8

College Teaching Fund 2012 grants The College Teaching Fund supports members of staff by funding projects that develop innovative approaches to teaching and learning. Grants are awarded by a subcommittee of the College Education Committee and supported by KLI. For the first time the College Teaching Fund was opened twice in 2012 with an early call for technology enhanced learning focused proposals to support Departments and Schools working towards the College’s technology enhanced learning benchmarks, developed in response to the Learning Teaching & Assessment Strategy. This was followed by the normal call for applications.

Projects typically run for a year and the outcomes are shared across the College through formal channels such as the College Education Committee and less formal channels, most notably the annual Excellence in Teaching

Conference, where project teams are invited to talk to staff about their project, the outcomes and the positive benefits to students and staff alike. Project teams are actively encouraged to involve students in the development, pilot and implementation of project deliverables.

In 2012 the following projects received funding: School of Arts & Humanities Language learning through theatre and translation Professor Catherine Boyle History and policy in practice Dr Anna Maerker School of Biomedical Sciences Embodied anatomy: learning the brain from the neuron’s perspective Dr Richard Wingate Dental Institute hapTELX: Haptics to enhance the teaching and learning of healthcare and robotics Professor Margaret Cox

Enrichment of clinical learning in Primary Dental Care by means of shared clinical experiences using video clips developed by students and clinical teachers Dr Brian Davies Development of shared biological science technology enhanced educational resources Dr Ehsan Ullah Khan Online oral surgery teaching for undergraduates: an innovative OS education programme on a websitebased programme providing online video library and supportive information Professor Tara Renton KEATS analytics: researching virtual learning within Moodle Dr Jonathan San Diego School of Medicine Interdisciplinary distance education to support student learning during international electives Andy Leather

School of Natural & Mathematical Sciences Programming exercise bank: progressive, self-guided exercises for practicing Java programming Professor Peter McBurney Digital forensics laboratory to facilitate the practical understanding of computer forensics and cybercrime Dr Richard Overill Florence Nightingale School of Nursing & Midwifery Keeping patients safe from medication errors: the development of interprofessional medicines management digital learning resources for pre-registration healthcare students Dr Angela Parry School of Social Science & Public Policy Introduction of inquirybased learning and research-led teaching in the King’s undergraduate geography degree Professor Martin Wooster

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High fidelity simulation aids clinical learning in a safe environment King’s Learning Institute welcomes opportunities to work collaboratively with Schools and Departments and affiliate Departments within King’s Health Partners to enhance understanding of learning and teaching within the disciplines. Since 2011 Dr Gabriel Reedy has worked collaboratively with colleagues in the King’s Health Partners Simulation and Interactive Learning (SaIL) Centres. The Centres, under the direction of Dr Peter Jaye, are located in various sites across the three hospital campuses of King’s Health Partners, but the largest such facility is the new multimillion-pound high-fidelity simulation Centre at St Thomas’ House, funded in part by the Guys’ and St Thomas’ Charity.

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High-fidelity simulation uses realistic patient mannequins to create a simulated clinical setting. It is extremely popular among medical students as it enables them to bridge education and practice in a safe yet highly contextualised clinical learning environment. As students move from medical school to their postgraduate roles as doctors, this type of learning becomes even more important: students value, and need, opportunities to put their education into action as they begin to practice in a clinical context.

Because students do not yet have the experience of performing clinical tasks, simulation provides meaningful situated learning in an environment that maintains patient safety.

The new facility at St Thomas’ House has a 6-bed simulated hospital ward that can also be used as an 80-seat presentation facility, and a simulation room that can be used as a two-bed critical care environment or as an operating theatre. In addition there is an outpatient doctor’s surgery room, and a simulated home environment, as well as an 18-seat seminar room. All the areas are fitted with cameras that record the learning that occurs within them. The facility is also used by community-based practitioners and, in an innovative Trust-community partnership, the local school children of Lambeth and Southwark.

Over 4,000 students trained in the Centre in 2011-12,

including all final-year undergraduate medical students. In addition to advising on the educational programmes designed and conducted in the Centre, Dr Reedy has supported the work of several Simulation and Medical Education Fellows: postgraduate doctors who take time out of their training programme to gain experience and conduct research in medical education. Dr Reedy designed and contributed to the educational and research support programme for these Fellows, which has been a key factor in the ongoing success of that programme, and as a result of this further funding for these posts has been secured, thus further confirming the SaIL Centres as centres of excellence in teaching and research.

Our collaboration with the SaIL Centres has resulted in a number of positive outcomes. Several publications focused on the Centre’s work are in preparation or submitted, grant income has been generated for the work of

the Centre, and the Centre has produced a consistently strong presence at many national and international conferences in the last two years. One example of this success is a recent grant awarded by the King’s Annual Fund to Dr Reedy

and his MA in Clinical Pedagogy student and SaIL employee, Dr Nicola Morgan. The grant will enable an innovative project for undergraduate medical students to engage in selfdirected learning in the context of a high-fidelity

simulated environment. To learn more about the work of the SaIL Centres please visit their website at http:// www.guysandstthomas. nhs.uk/education-andtraining/sail/simulationand-interactive-learningcentre.aspx.

King’s Professional Development Framework approved for academic and teaching staff In most universities, new members of academic staff have for some years been able to take part in a structured programme to develop their skills as teachers. Past this point however, and also for very established staff, opportunities have often been patchy. However, the support of students’ learning is a fast-changing field, especially as new approaches become available and new curricula are offered. Recognition is also an issue. Many staff gain promotion in part through excellent teaching, which means that it is necessary to be able to provide evidence of this.

The need for a helpful structure has been noted nationally, with the launch of a Professional Standards Framework (UKPSF), managed by the Higher Education Academy. During 2012, KLI has worked with Schools and the College Education Committee to develop the King’s Professional Development Framework. Providing a route for more experienced academics, the framework offers progression through the tiers of fellowship mapped against those of the Higher Education Academy (HEA), focusing on enrichment activities to enhance the

student experience, with opportunities to apply for internal funds to support this and potentially gain recognition in the form of awards. The framework informs the provision of support and is fully connected with other College processes. For example, it provides a means by which promotion candidates can evidence their involvement in professional development.

The College is keen to enable all staff to gain accreditation (internally and externally recognised) for their experience and expertise in teaching and/or supporting students’ learning. To this end, during 2012-13 KLI will lead an application for Higher Education Academy (HEA) accreditation of the College framework so that those who make use of it can be recognised nationally as HEA Fellows.

It is also recognised that some individuals will require Continuing Professional Development (CPD) points for their discipline’s professional recognition, such as in the Health Schools.

In support of this a simple system has been introduced to provide evidence of engagement. In other areas (such as the Arts, Social

Sciences and Sciences) it may be more appropriate to record professional development in different but equally robust ways.

Nine themes were chosen to support both national and College agendas in relation to teaching and learning.

The thematic choice also reflects the College’s strategic priorities, development needs identified from consultation activities led by KLI across the nine Schools and other stakeholders, the HEA and modules on the accredited teaching programmes offered by KLI and other departments offering teacher education. The themes are: •• Teaching & Learning •• Assessment & Feedback •• Leadership & Management •• Technology Enhanced Learning •• Curriculum Design & Development •• Enhancing Student Experience •• Pedagogic Research & Scholarship •• Clinical Education •• Personal & Professional Development The professional development themes are intended to

assist individuals to focus on a particular area of development, either for their own interest or as part of their School or Department’s needs, for example, preparing for a programme validation or review, examining assessment and feedback in a Department or using the National Students Survey (NSS) to improving aspects of the student experience.

Events offered within these themes are part of existing programmes and courses within KLI; activities within the King’s Experience; technology enhanced learning seminars/workshops within the Centre for Technology Enhanced Learning; learning seminars and development activities within Schools or other central provision.

Additional workshops or short courses have also been developed by or with the support of KLI to respond to institutional or School need.

A wide range of events was piloted during 2011-12.

The KLI website provides a range of guidance, resources and a timetable of events which also reflect these themes to provide coherent support to the CPD sessions.

During 2012-13 this will be further developed with resources available via KEATS.

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King’s students nominate staff for Teaching Excellence Awards In 2012 students were invited, for the ninth successive year, to nominate staff they thought demonstrated outstanding teaching. Their teachers’ excellence may be demonstrated by engaging with innovative teaching techniques, motivating students to think more deeply about a subject, or interacting in positive and interesting ways that actively encourage learning. During 2011-12 the awards, coordinated by KLI, were extensively promoted

by the Schools and Students’ Union resulting in over 1,500 students nominating 300 members of staff.

Each School may award £1,000 to an individual or split between two or more people to recognise outstanding achievement in the classroom, laboratory or in the field.

The winners in 2012 were: School of Arts & Humanities Dr David Rojinsky Dr Johnanna Malt

School of Biomedical Sciences Dr Jane Preston Dental Institute Dr Barry Quinn Dr Helena Lewis-Greene Institute of Psychiatry Professor Edgar Jones Dickson Poon School of Law Mr Ying Khai Liew School of Medicine Dr Laura Andreae Dr Sarah Berry

Dr Sarah Stringer School of Natural & Mathematical Sciences Dr Agi Kurucz Dr Alexander Pushnitski Florence Nightingale School of Nursing & Midwifery Mr Kevin Bryant Dr Mary Malone School of Social Science & Public Policy Professor Meg Maguire Dr Rudra Chaudhuri Dr Andrew Stewart

Understanding unintentional plagiarism The Higher Education Academy awarded an Individual Teaching Development Grant to Dr Saranne Weller in 2011 to undertake a project on ‘Understanding unintentional plagiarism and international students’ approaches to academic reading: a participatory approach to researching the international student experience’.

This project aimed to investigate international student approaches to reading and source-use in preparation for a written assignment as part of a commitment to identifying the learning needs of students undertaking independent learning tasks outside the university classroom. The project also sought to pilot a collaborative approach to the scholarship of

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learning and teaching by engaging students as coinquirers in the process of data collection, analysis and dissemination of the project outcomes.

Ten undergraduate students studying in English as a second language participated in a collaborative study of their source-identification, reading and source-use practices. The students were studying in a range of disciplines including Medicine, Humanities, Social Sciences and Sciences. Students collated reading materials including journal articles, books and website resources, as the basis for a semi-structured reading interview exploring their conceptions of reading for the purposes of writing, task representation of written assessment and understanding of inappropriate source

use and plagiarism.

Thematic analysis of transcribed interviews and student annotation practices during reading identified two dimensions underpinning student reading approaches: task representation of reading for writing and conception of reader-author identity.

In addition, evaluation of the student-researcher collaboration during data analysis, conference dissemination and writing has identified a series of issues related to expertise, power, motivation and authority that are central to better understanding and theorising student engagement activities in higher education research.

The emerging outcomes of the project were reported in a workshop at the ASKe Plagiarism event held at Oxford Brookes

University in June 2012, see PowerPoint presentation at http://www.brookes. ac.uk/aske/Plagiarism%20 2012/SaranneWeller_ PlagWorskhop_ June2012.pdf).

In addition, conference papers were presented at the 6th Excellence in Teaching Conference, King’s College London in June 2012 and the 5th International Plagiarism Conference in Gateshead in July2012, see conference paper at http:// www.plagiarismadvice. org/documents/ conference2012/ finalpapers/Weller_ fullpaper.pdf.

The outcomes will also be reported at the ISSOTL Conference in Toronto, Canada in October 2012 and at a professional development event in the College in November 2012.

King’s establishes a Centre for Technology Enhanced Learning The Centre for Technology Enhanced Learning was established in 2012 to provide the focus and drive for the College to deliver its Technology Enhanced Learning Strategy. The strategy aims to build on the College’s existing achievements to become a world leader in technology enhanced learning.

In April 2012 the College appointed Mark Russell Professor of Learning and Assessment in Higher Education to lead the Centre’s academics and e-learning specialists and to bring together colleagues from the Schools and Departments to work collaboratively on aspects of the strategy.

Professor Russell has focused the Centre’s work around five ‘activity areas': •• Identifying, supporting and sharing TEL excellence within and beyond King’s

(Stimulating and supporting innovation in TEL); •• Developing King’s TEL capacity and culture (Embedding, diffusing and enterprising TEL work); •• Future-proofing the King’s experience through TEL (2012 and beyond); •• Enhancing the digital literacy and digital professionalism of staff and students (Skill and employability development) and; •• Stimulating and contributing to research vibrancy in TEL. Since its creation the Centre has engaged in a range of activities. The Centre played a central role at the fifth College-wide Assessment and Feedback event held in July where Professor Russell discussed assessment-forlearning principles and the impact and benefits of

e-assessment. In addition, the Centre has delivered a number of bespoke activities for Schools and Departments, has worked on internally funded e-learning development and innovation projects, has been leading discussions around digital professionalism and has been actively involved in the migration and implementation of the virtual learning environment platform, KEATS. During 2012-13 the Centre will host a number of special

launch initiatives aimed at moving the College’s technology enhanced learning agenda forward and scoping the future technology landscape. These are important ventures if the College is to achieve its ambitious plan to become a world leader in this field.

The Centre will also host a series of events at supporting staff to make good use of KEATS and help ensure an excellent technology enhanced learning experience is the norm of our students.

The Standing Conference on Academic Practice receives JISC award The Standing Conference on Academic Practice (SCAP), co-convened by Professor Paul Blackmore, was awarded a £10,000 grant in November 2011 from the Joint Information Systems Committee (JISC) to review the ways JISC project outcomes on

digital literacy can inform development activity in universities. A project team from King’s, Bath and Leeds will work with SCAP members at its annual conference to undertake the review. SCAP members cohere around a concern for academic work in higher

education and are typically active in development and research roles in higher education.

SCAP held its16th annual conference in July 2012.

The conference focused on the significance of the Browne Report for universities and the impact

of the digital environment on professionalism.

The 17th annual conference will be held at the University of Warwick in July 2013. Forthcoming details will be available via http://www.kcl.ac.uk/ study/learningteaching/kli/ conferences/scap.aspx

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The distinctiveness of research-rich teaching in higher education Dr David Hay, Head of Research at KLI, explores a central area of current and future research and development for the Institute.

Recently some important educational commentators have provoked further controversy in the higher education fees debate by suggesting that it is impossible for students to judge the quality of education on offer at different universities when nearly every student has to pay the same price for their higher education.

Paul Ramsden (writing in Times Higher Education) explains that about half of the research publications produced by universities are attributable to as few as 10 percent of staff in newer largely teaching focused institutions, while this increases to only 15 percent in research focused institutions. It appears then that usually most students are taught by non-active researchers. If that is the case, is the student experience of learning much the same everywhere, and should not all fees be the same? This is a provocative statement, but it does challenge research-intensive institutions to be sure that they are offering something that is not only excellent, but distinctively so.

The problem of defining a higher education is complex.

Simply stated ‘higher’ education in the academic disciplines is not solely a matter of learning textbook

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knowledge; rather, to borrow words from Jerome Bruner, it is about learning to be able to go beyond the given.

It is in this context that university teaching must also be something more fundamental and authentic than the aspects measure by the National Student Survey, important those indicators are. Thus for me it is not enough that teachers teach well by planning and organising their teaching and assessment, and making good use of educational technology. What is more relevant is the extent to which they are themselves individual researchers, or at least are willing and able to scrutinise the research work of others in the light of their own experience and understanding. This is an issue that is not discussed enough in contemporary higher education debates that focus on the ‘student (only) experience’. This is a mistake, since university education is, and can only be, a tripartite relationship between students, their researcher/teachers and the subjects in development (disciplines, fields, problems and questions etc) which include and join together these people.

Here the crux is not whether students ‘rate’ their teachers, but whether or not together we hit the mark of possible development. This requires not a ‘customer’ culture, nor a view of teaching as ‘delivery’, but a culture of shared responsibility. It includes risk, doubt and uncertainty, anchored in

relationships deliberately worked on to ensure that new meaning-making is anchored in the experience and understandings of the researcher-teacher. This is a ‘creative’ view but it does not mean that ‘anything goes’. It means that students should be offered an insight

Simply stated ‘higher’ education in the academic disciplines is not solely a matter of learning textbook knowledge; rather, to borrow words from Jerome Bruner, it is about learning to be able to go beyond the given. into the ways in which experts actually think and act, rather than assuming that this world can only be accessed after large amounts of information have been learnt by rote. It means treating all students as apprentice researchers. At King’s Learning Institute, some of us have already begun to give this approach a more tangible body.

Here in our research and teaching developments which also involve our colleagues from other Schools and practice fields, we have begun exploring the potential distinctiveness of researchers’ teaching (or more inclusively the potential teaching of ‘experts’ and those actively engaged in teaching ‘expert’ practices). We are looking to document and

make material the ways that values, assumptions, hedges, bets and risks, are productive uncertainties that are deliberately sought out by lead-researchers – attempting thereby also to make these more visible, more tangible, material and substantial, to others.

For us this is a fascinating endeavour, attempting to ‘bring to light’ what is there already. The first step is not transmission of an abstract teaching theory but rather a genuine attempt to live and understand the nature of say a chemist’s relationship with the chemicals which he or she cares for; or the process by which an historian colours but safeguards a past event. It is the nature of these endeavours, which is vital and, one might argue, essential to a higher education, which might differentiate one kind of institution from another.

The subject leader, their students and their questions are the heart of such a higher education, and we can learn how such learning actually works by considering the micro details of questions, cares, concerns and commitments.

The quality of teaching depends on an ability to seek out and draw other like minds into a developing circle of inquiry. This may appear elitist because such learning is intellectually challenging and requires the presence of researcherteachers who are in short supply, but it can be made open, inclusive and welcoming, depending on our wishes.

Why work in academia? Research on academics’ motivation and prestige The Society for Research into Higher Education (SRHE) awarded Dr Camille Kandiko, one of two prestigious Newer Researcher’s Prize in 2011 to undertake research into academic motivation and perceptions of the role of prestige factors those that carry honour, respect and standing - in different national higher education contexts.

During 2011-12 academic motivation and national and institutional reward schemes were explored in England, the US, Ireland and Iceland. An anthropological term ‘prestige economy’ was defined and located as part of a three-part model, and its application to higher education was explored through interviews, using a socio-cultural approach

National frameworks have a strong impact on academic work, and such frameworks can help, or hinder, institutional aims and goals. rooted in Bourdieu’s analyses of academic life. This was used to analyse the impact on academic roles, including teaching research and service.

National frameworks have a strong impact on academic work, and such frameworks can help, or hinder, institutional aims and goals.

The research findings of the one year project included that discipline and field of study-related prestige factors, such as being invited for keynote speeches and

advancing ideas in the field, positively motivated academics. Institutional and national reward and recognition frameworks were seen to concentrate on research and subsequently devalued teaching and service activities. Academics often described ‘playing the game’ and ‘jumping through hoops’ to get ahead and many senior academics described having more freedom and flexibility to pursue their own interests and career paths.

Tenure and institutional hierarchy drove prestige in the US. The RAE and REF schemes dominated prestige discussions in England, along with institutional mission group ranking. The economic crises in the cases of Ireland and Iceland showed the significant role that the monetary economy plays in

academia through a points system in Iceland linked to direct pay and challenges of hiring, pay and promotion freezes and short term contracts in Ireland. Many academics were ambivalent about the term ‘prestige’ and preferred to focus on their passion for their subject, and developing and disseminating new knowledge.

Dr Kandiko shared the emerging findings at an invited talk at the University of Iceland in May 2012 and the outcomes will be presented at the SRHE Annual Conference in December 2012.

Research on Admissions to Higher Education

In 2012, undergraduate students at King’s and many other universities were the first cohort to pay £9,000 in tuition fees. Fair admission of students in the new admissions landscape and the maintenance of higher education participation rates have thus been at the forefront of public debates.

Interest in university admissions spans the geography of post-

communist countries, Australia, America, France and England and the academics working in this field come from all the academic disciplines that universities offer, as well as from those working in universities to shape the agenda by which the students we teach are admitted. This wide interest is illustrative of the global concern for and resonance of questions surrounding access to higher education Applied policy and practitioner debates about university access continue to be exceptionally lively.

The most radical example

of policy reform here is perhaps Trinity College Dublin. Trinity has decided to use the recession as an opportunity to fundamentally re-think how it approaches admissions and is launching a feasibility study into holistic admissions for 2014.

King’s Learning Institute has been involved in academic debates on issues of fair access to higher education through a range of contributions, including a forthcoming special issue in the journal ‘Comparative Education Review’, strong activities in the Society for Research into Higher Education widening

participation network, policy blogs, and edited books dedicated to this topic.

Issues in student admissions were discussed at a conference on University Admissions in July 2011 that Dr Anna Zimdars coorganised. Among the select speakers and delegates were academics, policy leaders, and practitioners. The impact of these debates was echoed in the publication of the Alan Milburn report on Universities and Social Mobility.

In the UK, the Quality Assurance Agency is rewriting its guidelines on

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admissions in collaboration with the higher education sector in 2013. As the designated writer for this chapter, Anna Zimdars has a rare opportunity to engage in a genuine dialogue with practitioners about how ideals and practicalities

of fair admissions can be meaningfully combined.

Finally, after successfully piloting the widening participation programme, K+, King’s College welcomed its first full cohort of Sixth Form students to K+ in 2012.

KLI has contributed to the evaluation of this scheme to see whether the objective of supporting transitions to university for non-traditional students is met.

The future of university access work promises to

continue vivid dialogue among practitioners, policy makers, academics, and present and aspiring university students and a continued search for the fairest way of admitting students into higher education.

Impact evaluation on libraries and information services Impact evaluation has become increasingly important, particularly in publically funded services; the absence of impact data leaves services vulnerable to cutbacks in the fact of increasing competition for limited resources.

Libraries and information services have suffered particularly badly in recent years compounding the effects of long-term underfunding. In an effort to support these services KLI Senior Lecturer in Higher Education and National Teaching Fellow, Sharon Markless in partnership with information management researcher David Streatfield carried out research into the social and economic impact of library and information services. Their aim was to develop a research-based model and related processes that would enable valid impact evaluation across library services and would help to inculcate a culture of impact evaluation. The model, tested in health, education and public libraries across the UK as well as in specialist information services, was first published in 2006.

Both the Bill and Melinda Gates Foundation, in the context of their Global

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Libraries Initiative, and the International Federation of Library Associations (IFLA) picked up this work, believing that it should form a key component of their development projects which aim to enhance and extend the roles of libraries in countries as diverse as Vietnam, The Cameroons, Jordan, Romania and Indonesia. The fact that very few of the countries involved have a tradition of impact evaluation, or a vocabulary to support the work, provided a major challenge.

Through their engagement with IFLA and the Gates Foundation Sharon Markless and David Streatfield’s original research-based model was systematically applied in, and adapted to, a wide variety of contexts. Monitoring and data collection in over 16 countries have demonstrated the resilience of the original model, but also threw into relief issues that needed further consideration, such as the most appropriate measures to support cross country comparisons, and building enough flexibility into large national projects to enable the capturing of emergent impacts not represented in the baseline data.

In 2012 Sharon and David set out to extend their understanding of how different countries think about, implement, and use impact evaluation through a ‘mini congress’ in Berlin in which officials and practitioners representing library associations in eight countries gathered to discuss their progress in impact evaluation, their main challenges, and the effects of context. In addition, Sharon undertook a project with the University of Lund in 2011-12 using their impact evaluation model to evaluate the impact of library services on students and staff.

The importance of impact evaluation has become more widely recognised and practiced across the library field at national, regional, community and institutional

levels; in times of austerity policy makers need to be convinced of the value of services that seem less crucial than education or social care.

To address new contexts and changing needs Sharon and David have written a new edition of their 2006 book ‘Evaluating the impact of your library service: the quest for evidence’. The book, to be published in January 2013, will provide the reader with greater detail about evaluating impact at the national and international level. It will include international examples, showing the diverse environments in which the model could be used and reflects the changing focus of many services in response to the new operating environment.

Open Educational Resources (OERs) for early career academics Open educational resources that can serve many uses have great potential for supporting early career academics. The Subject Centre for Open Resources in Education (SCORE) awarded Dr Gabriel Reedy a long-term Fellowship.

SCORE was developed at and hosted by the Open University to further research and teaching efforts in the area of Open Educational Resources (OERs) and a central aspect of its work is the conferment of long-term fellowships to explore various aspects of teaching with OERs. SCORE Fellows’ work primarily focused on informing, influencing and recording the impact of OER policy and practice across the HE sector.

Dr Gabriel Reedy completed his Fellowship in 2012. His

work was part of a strand of activity with other SCORE Fellows that addressed the theme of academic practice in higher education and in particular explored the use of OER among early career university academics.

Because they are relatively new to academia, Dr Reedy argued, they may not yet be entrenched in any particular system for generating teaching resources and would, therefore, be more open to alternative models and ideas such as OER. Based on his own experience working with early career academic colleagues, he also argued that early career academics are often required to do a large amount of teaching, sometimes without adequate time for planning and developing that

teaching practice. Participants in his Fellowship project were offered support in locating, evaluating, and attempting to use OER resources as part of the project, and came from a range of fields and disciplines.

The project’s participants were undertaking a postgraduate teaching qualification, similar to the PGCAP offered by KLI, at their own universities around the UK. They were identified through a number of channels, including personal and academic networks and through collaboration with colleagues in the SCORE Academic Practice strand.

Over a series of months, Dr Reedy interviewed participants, helped them scope and design ways in which they might use OERs in their teaching, worked

with them to integrate OERs into their work, and helped them evaluate the process, all the while documenting the process. By analysing and documenting both the successes and the challenges that they encountered in this process, Dr Reedy was able to give insight about the experiences that many academics have when trying to use OERs in their own teaching practice.

The outcome of his work was presented at the Association for Learning Technology Conference (ALT-C) in 2011 and 2012, and is currently in the process of being published. Further details about the work are available on the SCORE website at http://www.open.ac.uk/ score/fellows/gabriel-reedy/.

Strategic Curriculum change book launch Research undertaken at King’s Learning Institute has made a major contribution to understanding curriculum change across the world.

Strategic Curriculum Change in Universities: Global Trends is the latest book in the Research into Higher Education series published by Taylor & Francis and launched at the 2012 Excellence in Teaching Conference. Written by Professor Paul Blackmore and Dr Camille Kandiko and with contributions from Dr Emma Medland and Dr Saranne Weller and four institutional case studies, it explores the ways in which major universities across the world are

reviewing their approaches to teaching and learning.

It unites institutional-level strategy with the underlying educational issues. The research for the book was carried out by KLI staff contributing to the King’sWarwick project, part of which involved a major study of over 25 internationallyfocused, research-intensive universities from the UK, US, Australia, Hong Kong, The Netherlands and South Africa. The King’s-Warwick project was the College’s initial step in reviewing its curricula.

This is a timely book with many UK universities reviewing their curricula in

the post-Browne era and with increasing undergraduate fees encouraging a competitive climate in which league tables dominate and students increasingly consider themselves consumers. The outcomes of the project will now be realised through the King’s Experience, which aims to distinguish the College’s curricula, both formal and informal, offering students an outstanding learning experience that best prepares them for citizenship beyond their studies.

The funded reports from the King’s-Warwick Project continue to be heavily used by scholars across the world, as demonstrated by high levels of web access to http://www.kingslearning. info/kwp/

The book is available in both paperback (978-0-41580934-4), hardback (9780-415-80932-0) and e-copy (978-0-203-11162-8).

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Publications Blackmore, P. & Kandiko, C. (2012) Strategic curriculum change in universities: global trends. London: Routledge / SRHE. Blackmore, P. & Kandiko, C.B. (2011b) Motivation in academic life: A prestige economy, Research in PostCompulsory Education, 16(4), 399-411.

Blackmore, P. & Kandiko, C.B. (2011a) Interdisciplinarity within an academic career, Research in Post-Compulsory Education, 16(1), 123-134.

Flavin, M. (2012) Disruptive technologies in higher education, Research in Learning Technology, vol.

20 DOI: 10.3402/rlt. v20i0.19184.

Higher Education Research Network Journal Volume 4 – Collection of PGCAP Essays

by King’s College researchers /teachers’ edited by Dr David B. Hay. Download a copy: http://www.hern.org.uk/ Kandiko, C.B. (2012) Leadership and creativity in Higher Education: The role of interdisciplinarity, London Review of Education, Special Issue on Creativity, 10(2), 191-200.

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Kandiko, C.B, Hay, D. & Weller, S. (2011) Developing discourses of knowledge and personal learning, Arts and Humanities in Higher Education, DOI: 10.1177/1474022211399381.

Kandiko, C.B. & Kinchin, I.M. (2012) Developing discourses of knowledge and understanding: Longitudinal Studies of PhD Supervision.

London Review of Education, (in press).

Kandiko, C.B. & Kinchin, I.M. (2012) What is a doctorate? A conceptmapping analysis of process versus product in the supervision of lab-based PhDs. Educational Research, 54(1), 3-16.

Kelly, B., Cooper, M., Sloan, D. & Lewthwaite, S. (2012) A Challenge to Web Accessibility Metrics and Guidelines: Putting People and Processes First. In: Proceedings of the 2012 International Cross Disciplinary Conference on Web Accessibility (W4A).

New York: Association for Computing Machinery.

Online: http://opus.bath. ac.uk/29190/

Kinchin, I.M. (2012) Avoiding technologyenhanced non-learning.

British Journal of Educational Technology, 43(2): E43 – E48.

Kinchin, I.M. (2012) Visualising knowledge structures of university teaching to relate pedagogic theory and academic practice.

In: Groccia, J.E., Al-Sudairi, M.A.T. and Buskist, W. (Eds.) Handbook of College and University Teaching: A Global Perspective (pp. 314 – 332).

Thousand Oaks, Sage.

Streatfield, D. & Markless, S. (2011) Impact evaluation, advocacy and ethical research: some issues for national strategy development, Library Review, 60(4), 312-327.

Weller, S. (2012) Achieving curriculum coherence: Implementing a social approach, in P. Blackmore and C. Kandiko strategic Curriculum Change: Global Trends in Universities , London, Routledge/SRHE.

Kinchin, I.M. & Miller, N.L. (2012)Structural transformation as a threshold concept in university teaching.

Innovations in Education and Teaching International, 49(2): 207 – 222.

Zimdars, A., Gjonca, E. & Nazroo, J. (2012) The circumstances of colder people in England with self reported visual impairment, British Journal of Visual Impairment, 30(1), 22-30.

Lewthwaite, S. (2011) Viewpoint: Critical Approaches to Accessibility for Technology Enhanced Learning, Learning, Media and Technology, 36(1), 85-89.

Yiend, J., Weller, S. & Kinchin, I.M (2012) Peer observation of teaching: The interaction between peer review and developmental models of practice, Journal of Further and Higher Education, DOI: 10.1080/0309877X. 2012.726967.

Lygo-Baker, S. & Hatzipanagos, S. (2012) Enabling Professional Development with e-Portfolios: Creating a Space for the Private and Public Self, International Journal of Online Pedagogy and Course Design, 37-52.

Conferences Abrahamson, B-E., Cleary, S., Hall, R., Kwok, A.Y.H., Lynch, S., Varambhia, A., Walker, E., Wickenden, J., Worton, J., Markless, S. & Kinchin, I.M. (2012) Students as co-researchers of the curriculum, 6th Excellence in Teaching Conference, King’s College London, UK, 19 June.

Threshold Concepts Conference, Trinity College, Dublin, Ireland. 27-29 June.

Blackmore, P. (2012) Keynote Speaker, Strategic leadership in educational development and Strategic curriculum change, Educational Developers in Ireland Network, 28 May.

Flavin, M. and Kandiko, C.B. (2012) The King’s Experience Project, 6th Excellence in Teaching Conference, King’s College London, UK, 19 June.

Blackmore, P. (2012) Keynote Speaker, The challenges of curriculum for the 21st century, Learning and Teaching Forum, University of Edinburgh, 11 June.

Blackmore, P. (2012) Working with academic motivation: Sharing expertise, Heads of Educational Development Group, Madingley Hall, University of Cambridge.

21 June.

Blackmore, P. (2012) The King’s Experience, Curriculum Innovation Network, Queen’s University, Belfast, 29 June.

Cabot, L.B. & Kinchin, I.M. (2012) Threshold concepts and the spiral curriculum: complementary or conflicting ideas? 4th Biennial

Flavin, M. (2012) Disruptive technologies in higher education, Losing Momentum? Current challenges in learning and technology, University of Oxford, 14 June

Kandiko, C.B. & Lewthwaite, S. (2012) The National Survey for Student Engagement in the US and Canada: Analysis and lessons for the UK, Higher Education Academy Surveys for Enhancement Conference, National College for School Leadership, 17 May Kinchin, I.M. (2012) Threshold concepts and the expert student: A knowledge structures perspective on teaching, learning and academic development, 4th Biennial Threshold Concepts Conference, Trinity College, Dublin, Ireland, 27-29 June.

Kinchin, I.M. & Cabot, L.B. (2012) Supporting the expert student, 6th Excellence in Teaching Conference, King’s College London, UK, 19 June.

Kobus, M., Kinchin, I.M., Cabot, L.B. & Woolford, M. (2012) Exploring the relationship between curriculum, learning process and the theory of threshold concepts in the context of dental education, 4th Biennial Threshold Concepts Conference, Trinity College, Dublin, Ireland, 27-29 June.

Weller, S. & Medland, E. (2011) Constructing academic (developer) identities: analysis of written feedback on summative portfolio assessment of new lecturers, SRHE Annual Conference, Newport, UK, 7-9 December Weller, S. (2012) International students’ reading practices: an alternative focus for understanding unintentional plagiarism?, ASKe 6th oneday event on Institutional Policies and Procedures for Managing Student Plagiarism, Oxford Brookes University, 14 June.

Weller, S. (2012) The one who writes is the same as the one who reads: Textual annotation, plagiarism and international students’ approaches to reading, 5th International Plagiarism Conference, Newcastleupon-Tyne, 16-18 July Weller, S., Domarkaite, G. & Lam, C. (2012) Supporting international

students’ approaches to reading: The outcomes of a student-lecturer collaborative project, 6th Excellence in Teaching Conference, King’s College London, UK, 19 June.

Westhead, M. & Archer, L (2012) Effective and equitable pedagogies: developing students as researchers and producers as knowledge, 6th Excellence in Teaching Conference, King’s College London, UK, 19 June.

Wilkinson, J. (2012) Connecting with learners: using inquiry-based learning and blogs to help course participants engage, 6th Excellence in Teaching Conference, King’s College London, UK, 19 June.

Zimdars, A. (2012) Invited Speaker, Widening Participation in Irish Higher education: a view from the outside, Undergraduate Admissions for the 21st Century, Trinity College Dublin, Ireland, 18 May. Zimdars, A. (2012) Access to elite higher education: The view from academia. Panel Discussion, Excellence and Quality: Widening access and fair admission in the new competitive environment, Supporting Professionalism in Admissions SPA, London, UK, 19 June.

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7

th Annual

Excellence in Teaching Conference

Tuesday 18 June 2013 09.00–16.00 Lunch and refreshments provided

The Strand Campus For further information please contact the conference co-ordinator at lauren.cracknell@kcl.ac.uk or visit our website at www.kcl.ac.uk/eitc

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