Lecturer at the University of Bedfordshire

Courses: Performing Arts, Dance and Professional Practice, and Theatre and Professional Practice

My teaching philosophy largely reflects my interest in ‘enhancing the student learning experience’ through research-informed teaching practices (Griffiths, 2004).

My experience as a lecturer is navigated by my involvement at the University of Bedfordshire within research, both of my own, with regard to my recently completed PhD, as well as with regard to my involvement in the 2009-10 Research informed Teaching Project.

Research informed teaching
Healey and Jenkins (2009)

Following the model produced by Healey and Jenkins (2009), my teaching style is most aligned with the research-based model in which students are engaged as participants with an emphasis on research process and problems.

However, depending on student group, my teaching practice utilises all four of the research/teaching pedagogies, with Level 4 students often requiring more research-led activities.

This is also in line with the University of Bedfordshire’s teaching vision in which learning should be meaningful, active, reflective, challenging and collaborative.

With regards to my own research, I am most especially interested in developing innovative uses of technologies within the learning environment, as well as developing practices which engage students holistically within the research process in order to facilitate optimal learning experiences.

In 2015-16 I led a research project at the University of Bedfordshire titled ‘Maximising Motivation’ which focussed on level 4 Performing Arts students engagement and attainment in the “theory” unit ‘Practising Ideas’.

The results of this research have been presented at the HEA Surveys Conference in 2016. The research assessed student levels of motivation and engagement through the use of survey data to inform curriculum design.

An interesting finding from the research showed that student with low attainment scored often scored high for (self-perceived) motivation and engagement. This indicated students needed further support in understanding their current academic abilities to develop short-term goals to support their long-term motivations.

References

Douse, L. (2016) ‘Maximising motivation: enhancing student engagement through survey data.’ HEA Surveys Conference. The Studio, Birmingham, 13 July 2016.

Griffiths, R. (2004) ‘Knowledge production and the research-teaching nexus: the case of the built environment disciplines,’ Studies in Higher Education, 29 (6), pp. 709-26.

Healey, M. and Jenkins, A. (2009) Developing undergraduate research and inquiry. York: HE Academy.

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