Celebrating 500 Fellows at Swansea University – Leading on curriculum re-design | Dathlu 500 Cymrawd ym Mhrifysgol Abertawe – Arwain wrth ail-ddylunio’r cwricwlwm


Debbie Jones, Director of Undergraduate Criminology shares here experience of gaining first Fellow, then Senior Fellowship recognition. She gained a student-nominated ELTA in 2018 and has been researching the regulation of the sex industry with Professor Tracey Sagar since 2008. (More details about Debbie: https://www.swansea.ac.uk/staff/law/deborahjones/)

 

I saw seeking Senior Fellowship recognition as an opportunity to reflect on the curriculum development and design and leadership in assessment that I’d undertaken


“I started work at Swansea University in 2008. Before that I worked in the police force and so it was a big stepping stone coming to teach in Higher Education.

Initially, I had little training for teaching. I was mainly supporting seminars and engaged with the small group teaching course available at the university at the time which was very helpful. But I wasn’t prepared for the wider teaching role and so I embarked independently on the PGCert in Higher Education. I felt it was important to ensure I added value to the student’s learning through the course and doing some Action Research as part of that course in particular enabled me to develop the portfolio work on embedding employability within our curriculum. This certificated course was accredited with the HEA and so I gained Fellowship recognition upon my completion.

I have been programme director for several years and over that time redesigned the criminology curriculum, taking into account student and staff feedback, what’s going on in the sector and it’s been really successful, with very positive NSS scores. I saw seeking Senior Fellowship recognition as an opportunity to reflect on the curriculum development and design and leadership in assessment that I’d undertaken. It also aligned with my participation in the Aurora Leadership course and so it was useful to reflect back on leadership and teaching.

The UKPSF dimensions of practice can be confusing and off putting – written in sometimes jargonistic language and I did find it difficult to align with what I’ve done. What was particularly gratifying though was to see that the professional values I upheld personally were also represented in the UKPSF professional values and so it gave positive affirmation that my practice was in line with those. The process of putting in a claim for Senior Fellowship gave my confidence in my abilities and confirmed that my ideas for curriculum development were sound and aligned with standards in HE.

I found the application writing challenging. While the examples on Blackboard are useful, it can be distracting to refer to them since each one is personal to the individual and there is no right or wrong answer! It took a while for me to come up with an application format that worked for me. I also found it challenging to isolate what was my leadership role in what is ultimately team success.

But more positively – the training was very helpful, the examples as I’ve said before were helpful and I must be in a minority as I like Pebblepad! I’m not a particularly tech savvy person and so in a very practical way, getting to know the software enhanced my IT skills.

Moving forward, I’m continuing to lead the programme and I believe passionately about providing staff with the support needed to develop their skills and provide an environment which encourages creativity and innovation in assessment and technology. As a teaching mentor and Senior Academic Mentor I can support new lecturers with their practice and support to students and encourage them as they develop new modules.

So, just do it and apply! Not just for the recognition it granted, but take the opportunity to reflect on your practice and look for areas to improve upon.


Note: for help interpreting the UKPSF Dimensions of Practice, see these resources available on the HEA’s website: https://www.advance-he.ac.uk/knowledge-hub/dimensions-framework

 

Dyma Debbie Jones, Cyfarwyddwr Israddedig Troseddeg yn rhannu ei phrofiad o gael cydnabyddiaeth Cymrodoriaeth ac yna Gymrodoriaeth Uwch. Cafodd ELTA a enwebwyd gan fyfyrwyr yn 2018 ac mae wedi bod yn ymchwilio i reoleiddio’r diwydiant rhyw gyda’r Athro Tracey Sagar ers 2008. (Rhagor o fanylion ynglŷn â Debbie: https://www.swansea.ac.uk/staff/law/deborahjones/)

 

Roeddwn yn ystyried cydnabyddiaeth statws Cymrodoriaeth Uwch fel cyfle i adfyfyrio ar y gwaith datblygu a llunio cwricwlwm hwnnw ac arweinyddiaeth mewn asesu yr oeddwn wedi’u cwblhau


“Dechreuais i weithio ym Mhrifysgol Abertawe yn 2008. Cyn hynny, roeddwn i’n gweithio yn yr heddlu felly roedd yn gam mawr dod i addysgu ym maes Addysg Uwch.

Cyn hynny, prin iawn o hyfforddiant ar gyfer addysgu a gefais i. Yn bennaf, cefnogi seminarau a chymryd rhan yn y cwrs addysgu grwpiau bach a oedd ar gael gan yn y Brifysgol ar y pryd oeddwn i, ac roedd hynny’n ddefnyddiol iawn. Ond doeddwn i ddim wedi fy mharatoi ar gyfer rôl addysgu fwy eang ac felly es ati’n annibynnol i gwblhau’r PGCert mewn Addysg Uwch. Roeddwn i’n teimlo ei bod hi’n bwysig i sicrhau y gallem ychwanegu gwerth at ddysgu myfyrwyr drwy’r cwrs ac roedd cyflawni peth Ymchwil Weithredu fel rhan o’r cwrs hwnnw’n benodol wedi fy ngalluogi i ddatblygu’r portffolio o waith ar gyfer gwreiddio cyflogadwyedd yn ein cwricwlwm. Cafodd y cwrs achrededig hwn achrediad gan yr Academi Addysg Uwch ac felly wrth ei gwblhau, cefais gydnabyddiaeth drwy Gymrodoriaeth.

Rwyf wedi bod yn gyfarwyddwr rhaglen ers sawl blwyddyn ac yn ystod y cyfnod hwnnw, rwyf wedi ail-lunio’r cwricwlwm troseddeg, gan ystyried adborth gan fyfyrwyr a staff, yr hyn sydd ar y gweill yn y sector ac mae hyn wedi bod yn llwyddiannus iawn, gyda sgoriau uchel iawn yn Arolwg Cenedlaethol y Myfyrwyr. Roeddwn yn ystyried cydnabyddiaeth statws Cymrodoriaeth Uwch fel cyfle i adfyfyrio ar y gwaith datblygu a llunio cwricwlwm hwnnw ac arweinyddiaeth mewn asesu yr oeddwn wedi’u cwblhau. Roedd hefyd yn cyd-fynd â’m cyfraniad at y cwrs Arweinyddiaeth Aurora ac felly roedd yn ddefnyddiol gallu adfyfyrio ar arweinyddiaeth ac addysgu.

Gall elfennau ymarfer Fframwaith Safonau Proffesiynol y DU beri dryswch a bod yn annymunol, wedi’u hysgrifennu mewn iaith jargonllyd, ac roedd yn anodd i mi alinio’r hyn yr oeddwn i wedi’i wneud â’r Fframwaith. Yr hyn a oedd yn rhoi cryn dipyn o foddhad oedd gweld bod y gwerthoedd proffesiynol a oedd gennyf fi’n bersonol yn cael eu cynrychioli mewn gwerthoedd proffesiynol Fframwaith Safonau Proffesiynol y DU ac felly roedd yn gadarnhad dal bod fy null i o ymarfer yn cyd-fynd â nhw. Roedd y broses o lunio cais am Gymrodoriaeth Uwch yn hwb i’m hyder yn fy ngalluoedd, gan gadarnhau yr oedd fy syniadau ar gyfer datblygu cwricwlwm yn gadarn ac yn cyd-fynd â safonau ym maes AU.

Roedd y broses o lunio cais yn heriol. Er bod yr enghreifftiau ar Blackboard yn ddefnyddiol, gall dynnu sylw i gyfeirio atynt gan fod pob un ohonynt yn unigryw i’r unigolyn ac nid oes ateb cywir neu anghywir! Cymerodd beth amser i mi lunio ffurf ar gais a oedd yn gweithio i mi. Roedd hefyd yn heriol i mi wahaniaethu rhwng fy rôl arwain i a’r hyn sy’n llwyddiant ar y cyd.

Ond i fod yn gadarnhaol, roedd yr hyfforddiant yn ddefnyddiol iawn, ac fel y dywedais i o’r blaen, roedd yr enghreifftiau’n ddefnyddiol ac mae’n rhaid fy mod i’n aelod o grŵp prin gan fy mod i’n hoff o Pebblepad! Dw i ddim yn rhywun sy’n graff iawn gyda thechnoleg ac felly mewn ffordd ymarferol iawn, roedd ymgyfarwyddo â’r feddalwedd wedi gwella fy sgiliau TG.

Wrth edrych at y dyfodol, byddaf yn parhau i arwain y rhaglen, ac rwy’n credu’n gryf mewn darparu’r cymorth angenrheidiol i staff er mwyn iddynt ddatblygu eu sgiliau a chynnig amgylchedd sy’n annog natur greadigol ac arloesol wrth asesu a defnyddio technoleg. Fel mentor addysgu a Mentor Academaidd Uwch, bellach gallaf gefnogi darlithwyr newydd gyda’u hymarfer a chefnogi myfyrwyr a’u hannog wrth iddynt ddatblygu modiwlau newydd.

Felly ewch ati i wneud cais! Ac nid yn unig at ddiben cael cydnabyddiaeth ond, hefyd, i achub ar y cyfle i adfyfyrio ar eich ymarfer a chwilio am feysydd i’w gwella.


Sylwer: Er mwyn cael cymorth i ddehongli Elfennau Ymarfer yr UKSPF, gweler yr adnoddau ar-lein isod ar wefan yr Academi Addysg Uwch: https://www.advance-he.ac.uk/knowledge-hub/dimensions-framework

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