Please use this identifier to cite or link to this item: http://hdl.handle.net/2381/32101
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dc.contributor.authorHubbard, K.-
dc.contributor.authorGretton, Sarah-
dc.contributor.authorJones, K.-
dc.contributor.authorTallents, L.-
dc.date.accessioned2015-05-01T10:10:35Z-
dc.date.available2015-05-01T10:10:35Z-
dc.date.issued2015-04-29-
dc.identifier.citationF1000Research 2015, 4:76en
dc.identifier.issn2046-1402-
dc.identifier.urihttp://f1000research.com/articles/4-76/v2en
dc.identifier.urihttp://hdl.handle.net/2381/32101-
dc.description.abstractTwenty-seven percent of academics in UK Higher Education (HE) are in Teaching-Focussed positions, making major contributions to undergraduate programmes in an era of high student expectations when it comes to teaching quality. However, institutional support for Teaching-Focussed academics is often limited, both in terms of peer networking and opportunities for career development. As four early-career stage Teaching-Focussed academics working in a variety of institutions, we explore what motivated our choices to make teaching our primary academic activity, and the challenges that we have faced in doing so. In addition to highlighting the need for universities to fully recognise the achievements of teaching staff, we discuss the role that the various biosciences learned societies have in supporting Teaching-Focussed academics. We identify that there is a need for the learned societies to come together and pool their expertise in this area. The fragmented nature of the Teaching-Focussed academic community means that clear sources of national support are needed in order to best enable the next generation of bioscience educators to reach their full potential.en
dc.language.isoenen
dc.publisherF1000Researchen
dc.rightsCopyright: © 2015 Hubbard K et al. This is an open access article distributed under the terms of the Creative Commons Attribution Licence, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Data associated with the article are available under the terms of the Creative Commons Zero "No rights reserved" data waiver (CC0 1.0 Public domain dedication).en
dc.titleChallenges and opportunities for early-career Teaching-Focussed academics in the biosciencesen
dc.typeJournal Articleen
dc.identifier.doi10.12688/f1000research.6227.2-
dc.identifier.eissn2046-1402-
dc.description.statusPeer-revieweden
dc.description.versionPublisher Versionen
dc.type.subtypeArticle-
pubs.organisational-group/Organisationen
pubs.organisational-group/Organisation/COLLEGE OF MEDICINE, BIOLOGICAL SCIENCES AND PSYCHOLOGYen
pubs.organisational-group/Organisation/COLLEGE OF MEDICINE, BIOLOGICAL SCIENCES AND PSYCHOLOGY/School of Biological Sciencesen
pubs.organisational-group/Organisation/COLLEGE OF MEDICINE, BIOLOGICAL SCIENCES AND PSYCHOLOGY/School of Biological Sciences/Department of Geneticsen
Appears in Collections:Published Articles, Dept. of Genetics

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