<b>HEIR 2021 - Conference Presentation</b><br><b><br></b><... more <b>HEIR 2021 - Conference Presentation</b><br><b><br></b><b>Disseminating Best Practice for a Global Audience</b> The work presented here brings together leading initiatives developed to debate, collaborate and disseminate the very best of learning and teaching practice in Higher Education (HE). It draws on the experience of leading practitioners who have developed avenues to facilitate and encourage those working across all areas of HE to support each other openly and freely. <br>Operating in a digital space, it will be shown how such initiatives transcend the traditional confines of institutional boundaries to reach a global audience. In some cases, these initiatives have seen an accelerated evolution due to the impact of the pandemic, conversely others have been formed, developed, and delivered during this time. Analytical trend data will be presented to demonstrate the impact these initiatives and spaces have had during the pandemic which indicates they are likely to continue beyond the pandemic. This work draws on the experiences of a founder of the Twitter #LTHEChat discussion group, the #SOCMedHE conference community and the founder of the "National Teaching Repository" with additional representation from other key stake holders in the HE learning and teaching community. <br>Framed in an autoethnographic narrative, we then go on to explore how the wider HE community accesses, and embraces, the effective sharing of best practice with the ultimate aim of positively impacting practice to enhance the student experience. <br><br>
Assessment & Evaluation in Higher Education, 2012
... Signifying authenticity in academic practice: a framework for better understanding and harnes... more ... Signifying authenticity in academic practice: a framework for better understanding and harnessing portfolio assessment Chris Trevitt a * and Claire Stocks b ... While McLean and Bullard (2000) assert that such *Corresponding author. Email: chris.trevitt@learning.ox.ac.uk Page 2. ...
International Journal for Academic Development, 2009
The papers brought together in this special issue began life as presentations at the second “Oxfo... more The papers brought together in this special issue began life as presentations at the second “Oxford” conference on Preparing for Academic Practice, hosted by Oxford's Centre for Excellence in Teaching and Learning in April 2008. The conference welcomed contributions from higher education researchers, disciplinary academics, academic developers, postdoctoral researchers, and doctoral students, and much of this diversity is reflected in the authorship of the papers featured in this issue. Participants were encouraged to highlight ...
Journal of Perspectives in Applied Academic Practice, 2018
This paper describes the design and delivery of a new programme of support for PhD students who a... more This paper describes the design and delivery of a new programme of support for PhD students who act as Graduate Teaching Assistants (GTAs) at a research intensive university. Although much attention has been paid to programmes that prepare GTAs for teaching, this scheme was intended to prepare them for continuing professional learning (CPL) about teaching. In this sense, then, the underpinning rationale for the scheme is different to most GTA programmes, and this has implications for the pedagogical approach taken. The design of the scheme was based on the premise that ‘learning in academia’ (i.e. learning about academic work and developing one’s practice) is different from ‘academic learning’, which the PhD participants are both familiar with and successful at (Trevitt, 2008). It follows then that the type of learning most likely to lead to development of practice, is a work-based, experiential approach undertaken by those in other practice-based professions like law, medicine and ...
International Journal For Academic Development, Mar 22, 2010
As a researcher studying doctoral and postdoctoral experiences (NH), and a developer working with... more As a researcher studying doctoral and postdoctoral experiences (NH), and a developer working with early career academics (CS), we seek to understand better the nature of academic work. It strikes us that important aspects of academic practice, especially those relating to service, remain murky and opaque to less senior academics. In this short text we focus on particular aspects of service–peer review and journal editing. We argue that as powerful forces shaping the production of knowledge they deserve explicit attention, ...
ABSTRACT This article explores the relationship between the body of work which has become known a... more ABSTRACT This article explores the relationship between the body of work which has become known as &#39;trauma theory&#39; and conceptions of identity as they have developed in the late twentieth and early twenty-first centuries. The fact that many of the fundamental tenets of trauma theory can be traced directly back to Freud, suggests the possibility that trauma theory has not evolved sufficiently to fully account for the complex and radical social changes that have occurred since the early twentieth century. Therefore, while trauma theory has tended to posit the traumatised self as a particularly postmodern phenomenon, developments in theories of identity which have grown out of postmodernism or postcolonialism appear to have been curiously circumnavigated by trauma theory. Taking Judith Herman&#39;s canonical Trauma and Recovery (1992) as a starting point, the article investigates the limitations of Herman&#39;s approach and goes on to explore alternative theories of trauma and mourning proposed by Abraham and Torok and Malcolm Bull.
International Journal for Academic Development, Mar 1, 2010
As a researcher studying doctoral and postdoctoral experiences (NH), and a developer working with... more As a researcher studying doctoral and postdoctoral experiences (NH), and a developer working with early career academics (CS), we seek to understand better the nature of academic work. It strikes us that important aspects of academic practice, especially those relating to service, remain murky and opaque to less senior academics. In this short text we focus on particular aspects of service–peer review and journal editing. We argue that as powerful forces shaping the production of knowledge they deserve explicit attention, ...
International Journal For Academic Development, Sep 1, 2008
This paper explores issues relating to programmes for doctoral students wishing to gain experienc... more This paper explores issues relating to programmes for doctoral students wishing to gain experience of, and develop skills in, teaching. The focus is on “Developing Learning and Teaching”–a new provision at the University of Oxford. The purpose is to exemplify how activity theory can be used to situate particular programmes and individual experiences in a wider systemic setting. The authors explain the concepts of the activity system, and use these to identify systemic tensions (analysing university‐wide survey data), then to assess ...
<b>HEIR 2021 - Conference Presentation</b><br><b><br></b><... more <b>HEIR 2021 - Conference Presentation</b><br><b><br></b><b>Disseminating Best Practice for a Global Audience</b> The work presented here brings together leading initiatives developed to debate, collaborate and disseminate the very best of learning and teaching practice in Higher Education (HE). It draws on the experience of leading practitioners who have developed avenues to facilitate and encourage those working across all areas of HE to support each other openly and freely. <br>Operating in a digital space, it will be shown how such initiatives transcend the traditional confines of institutional boundaries to reach a global audience. In some cases, these initiatives have seen an accelerated evolution due to the impact of the pandemic, conversely others have been formed, developed, and delivered during this time. Analytical trend data will be presented to demonstrate the impact these initiatives and spaces have had during the pandemic which indicates they are likely to continue beyond the pandemic. This work draws on the experiences of a founder of the Twitter #LTHEChat discussion group, the #SOCMedHE conference community and the founder of the "National Teaching Repository" with additional representation from other key stake holders in the HE learning and teaching community. <br>Framed in an autoethnographic narrative, we then go on to explore how the wider HE community accesses, and embraces, the effective sharing of best practice with the ultimate aim of positively impacting practice to enhance the student experience. <br><br>
Assessment & Evaluation in Higher Education, 2012
... Signifying authenticity in academic practice: a framework for better understanding and harnes... more ... Signifying authenticity in academic practice: a framework for better understanding and harnessing portfolio assessment Chris Trevitt a * and Claire Stocks b ... While McLean and Bullard (2000) assert that such *Corresponding author. Email: chris.trevitt@learning.ox.ac.uk Page 2. ...
International Journal for Academic Development, 2009
The papers brought together in this special issue began life as presentations at the second “Oxfo... more The papers brought together in this special issue began life as presentations at the second “Oxford” conference on Preparing for Academic Practice, hosted by Oxford's Centre for Excellence in Teaching and Learning in April 2008. The conference welcomed contributions from higher education researchers, disciplinary academics, academic developers, postdoctoral researchers, and doctoral students, and much of this diversity is reflected in the authorship of the papers featured in this issue. Participants were encouraged to highlight ...
Journal of Perspectives in Applied Academic Practice, 2018
This paper describes the design and delivery of a new programme of support for PhD students who a... more This paper describes the design and delivery of a new programme of support for PhD students who act as Graduate Teaching Assistants (GTAs) at a research intensive university. Although much attention has been paid to programmes that prepare GTAs for teaching, this scheme was intended to prepare them for continuing professional learning (CPL) about teaching. In this sense, then, the underpinning rationale for the scheme is different to most GTA programmes, and this has implications for the pedagogical approach taken. The design of the scheme was based on the premise that ‘learning in academia’ (i.e. learning about academic work and developing one’s practice) is different from ‘academic learning’, which the PhD participants are both familiar with and successful at (Trevitt, 2008). It follows then that the type of learning most likely to lead to development of practice, is a work-based, experiential approach undertaken by those in other practice-based professions like law, medicine and ...
International Journal For Academic Development, Mar 22, 2010
As a researcher studying doctoral and postdoctoral experiences (NH), and a developer working with... more As a researcher studying doctoral and postdoctoral experiences (NH), and a developer working with early career academics (CS), we seek to understand better the nature of academic work. It strikes us that important aspects of academic practice, especially those relating to service, remain murky and opaque to less senior academics. In this short text we focus on particular aspects of service–peer review and journal editing. We argue that as powerful forces shaping the production of knowledge they deserve explicit attention, ...
ABSTRACT This article explores the relationship between the body of work which has become known a... more ABSTRACT This article explores the relationship between the body of work which has become known as &#39;trauma theory&#39; and conceptions of identity as they have developed in the late twentieth and early twenty-first centuries. The fact that many of the fundamental tenets of trauma theory can be traced directly back to Freud, suggests the possibility that trauma theory has not evolved sufficiently to fully account for the complex and radical social changes that have occurred since the early twentieth century. Therefore, while trauma theory has tended to posit the traumatised self as a particularly postmodern phenomenon, developments in theories of identity which have grown out of postmodernism or postcolonialism appear to have been curiously circumnavigated by trauma theory. Taking Judith Herman&#39;s canonical Trauma and Recovery (1992) as a starting point, the article investigates the limitations of Herman&#39;s approach and goes on to explore alternative theories of trauma and mourning proposed by Abraham and Torok and Malcolm Bull.
International Journal for Academic Development, Mar 1, 2010
As a researcher studying doctoral and postdoctoral experiences (NH), and a developer working with... more As a researcher studying doctoral and postdoctoral experiences (NH), and a developer working with early career academics (CS), we seek to understand better the nature of academic work. It strikes us that important aspects of academic practice, especially those relating to service, remain murky and opaque to less senior academics. In this short text we focus on particular aspects of service–peer review and journal editing. We argue that as powerful forces shaping the production of knowledge they deserve explicit attention, ...
International Journal For Academic Development, Sep 1, 2008
This paper explores issues relating to programmes for doctoral students wishing to gain experienc... more This paper explores issues relating to programmes for doctoral students wishing to gain experience of, and develop skills in, teaching. The focus is on “Developing Learning and Teaching”–a new provision at the University of Oxford. The purpose is to exemplify how activity theory can be used to situate particular programmes and individual experiences in a wider systemic setting. The authors explain the concepts of the activity system, and use these to identify systemic tensions (analysing university‐wide survey data), then to assess ...
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