Gaining the HEA fellowship via CPD route (and how I learned that I created a formative assessment) Dr Andrea Capiluppi School of Computing, Information

Gaining the HEA fellowship via CPD route

(and how I learned that I created a formative assessment)

Dr Andrea CapiluppiSchool of Computing, Information Technology and Engineering

Stratford, 12 March 2010

12 March 2010 Dr Andrea CapiluppiCITE School

2

Outline

• My experience as a student– Pass-on the good aspects– Patch the negative ones

• My experience as a teacher/mentor– State-of-the-art practices

– Share (not impose) love for research


3

BSc, MSc and PhD Experiences

– Pro-activity of lecturers/tutors

+ Industrial placements

+ Research sandbox

+ PhD bootstrap


4

Lectureship experience

– Teaching and learning resources

+ Real life vs. Toy examples

+ State-of-the-art topics and tools

+ Alignment to industry requirements


5

Learning Experiences


6

Industrial placements

• Missing: Industrial placements were few, selected and unpaid

• What I am doing:– advertise Knowledge Dock (KD) jobs in class– three students placed in one year

• What I learned:– Students are eager to work with industry– Academics must approach KD first

A5, CK6, PV2, PV3, PV4, PV5


7

Research Sandbox

• Missing: research aligned to teaching was not perceived in my Bsc+MSc years

• What I am doing: engaging students with my research– As undergraduate, during paid summer

placements (UROS scheme)– As MSc, in their dissertation– As PhD, in their daily job

A4, A5, CK3, CK4, PV2, PV4


8

Research Bootstrap

• Missing: my PhD advisors left me basically alone, with few directions

• What I am doing:– PhD critical in its first year: show students

how to write a paper (by examples)– Attribute authors' sequence based on work

done

• What I learned: peer-to-peer vs master-to-slave dichotomy

A2, A5, PV3


9

Teaching Experiences[A2, A3, CK1, CK2, PV1]


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Toy examples• Missing: programming assignments are toy

examples• What I did:

– New coursework: students to face real programmers and real requirements (OSS)

– MSc project: dissertation dealing with real systems– PhD thesis: analyse and enhance real systems

• What I learned:– Difficult to assess (discussed at panel session, OSS

2009)– Students loved it (from feedback received)

CK4, PV3


11

State of the art

• Missing: academics use unrealistic tools and not up-to-date teaching resources

• What I did: – Introduce state-of-the-art programming tools– Employed as BCS examiner– New modules aligned with UK standards (and vice-

versa)

• What I learned:– Students found latest tools more comprehensible– Similar L&T processes in place at other UK uni's

A1, A5, A6, CK2, CK5, CK6, PV2


12

Industry requirements

• Missing: specialistic topics not taught at UEL

• What I did:– Researched http://monster.co.uk website– Built a new MSc in Open Source and Web

Technologies (starting in 09/2010)– Invited as partner in Erasmus Mundi scheme

• What I learned:– Academic paper on “what we teach” vs. “what is

required by industry”– Adherence to UEL Quality Standards painful

A1, A6, CK1, CK2, CK4

http://monster.co.uk/

Documents

Gaining the HEA fellowship via CPD route (and how I learned that I created a formative assessment) Dr Andrea Capiluppi School of Computing, Information