From scientist to academic developer: A story

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dc.contributor.authorBailey, Tracey
dc.date.accessioned2023-04-26T09:22:57Z
dc.date.available2023-04-26T09:22:57Z
dc.date.issued2023-01-31
dc.description.abstractWhen I started in Higher Education [HE] as a Lecturer in Biomedicine in 2002, I thought a good teacher was someone who could present their subject in an interesting manner in a PowerPoint presentation for an hour. My approach to assessment was based on the academic essays and examinations I had struggled with as a student. Through the parallel processes of being a Course Director and taking a Postgraduate Certificate [PGCert] in HE, I realised that this approach was not only far from true, but the tip of a very complex iceberg. The way I thought about students, their development, their assessment, and the support they needed to reach their potential was transformed through an inspiring developer and conversations with my peers. Collectively, we were passionate about making a difference to students at our University, and although the size of the iceberg was daunting, we were determined to chip away at it and make a difference.en_UK
dc.identifier.citationBailey T. (2022) From scientist to academic developer: A story. International Journal for Academic Development, Volume 27, Issue 4, 2022, pp. 319-320en_UK
dc.identifier.issn1360-144X
dc.identifier.urihttps://doi.org/10.1080/1360144X.2022.2099867
dc.identifier.urihttps://dspace.lib.cranfield.ac.uk/handle/1826/19545
dc.language.isoenen_UK
dc.publisherTaylor and Francisen_UK
dc.rightsAttribution 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.titleFrom scientist to academic developer: A storyen_UK
dc.typeArticleen_UK

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