the higher education academy supporting new academic staff (snas) enhancing support for the...
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The Higher Education Academy
Supporting New Academic Staff (SNAS)
Enhancing support for the disciplinary focus on professional courses
10th November 2005
Supporting New Academic Staff (SNAS)
The SNAS project arose from a desire expressed amongst Accredited Course Tutors and Subject Centres to share discipline-specific resources and guidance to complement generic learning and teaching theory and practice.
First project team meeting October 2003
SNAS database piloted January-March 2004 and revised in response to feedback.
2005 SNAS expands to three strands of activity
SNAS Online database
A team of Course Tutors and Subject Centres have worked collaboratively to:
• Identify topics covered on initial courses in Learning & Teaching for new staff for which discipline-specific resources would be useful
• Develop succinct lists of discipline-specific and generic resources to provide a starting point for new academic staff
• Involve experts, Subject Centres and Course Tutors in choosing and annotating the resources
• Establish an online database to make available theses resource lists in an easily searchable format
SNAS Online database
Each database entry contains the following information:Title: Author: Resource Type: Subject: Chosen by: Topic: Topic Description: Resource Description: Publisher: Publication date/edition: Price: Web Site:Contextual Information about learning and teaching in your discipline:
Case Studies
What can SNAS do to help you?
Topics or issues that you would like to see addressed in the database
Feedback form
SNASEnhancing support for the disciplinary focus on professional courses
Community of Practice (reference group)Building on the existing group of subject centres and course tutors
Strand 1Discipline-specific
resource and guidance
Sue BurkillYolande Knight
Strand 2Mechanisms for staff
engaged on programmes to share discipline
specific pedagogy
Rowland GallopPhil Gravestock
Strand 3Linking teaching with
research and scholarship
Alan JenkinsMick Healey
Cross-cutting ENSURING INCLUSIVITY OF ROLES
Bland Tomkinson
Cross-cutting SUBJECT CENTRE PERSPECTIVE
Yolande Knight & Nigel Purcell
Strand 1: Discipline-specific resource and guidance
This strand is intended to maintain the quality and increase the range ofdiscipline-specific resources and guidance available through SNAS by:
Continuing to develop, enhance and evaluate the quality of the discipline-focussed resource database with reference to the National Standards Framework.
Developing easy access for all members of staff in HEIs to the contents of the database
Strand 2: Mechanisms to share discipline specific pedagogy
This strand is intended to develop mechanisms to enable staffparticipating on accredited programmes to share ideas and experiences
by:
Designing and piloting an on-line forum to provide a community of practice for new staff to address issues of subject-specific pedagogy.
Strand 3: Linking research and teaching
This strand is intended to provide support for course leaders andparticipants in making pedagogical links between teaching anddiscipline-based research through:
Developing a set of discipline-based resources, including case study and review essays, for linking teaching and research in partnership with a number of Subject Centres.
Developing and populate an Academy website on linking teaching with disciplinary research for new academic staff and continuing professional development.