Papers by Earle Abrahamson
Teaching & Learning Inquiry: The ISSOTL Journal, 2013
This small-scale SoTL paperpresentation explores how student stories, as part of a new anatomical... more This small-scale SoTL paperpresentation explores how student stories, as part of a new anatomical learningexperience, provides a rich narrative for considering student strategies forengagement. The learning experience was further enriched by an intra-modulestudent-led mentorship scheme whereby second year students workedcollaboratively with first year students to listen to their voices, influencemodule learning activities, and transform the first year experience. Earlyanalysis reveals that students engaged more actively with student mentors andtended to feel supported in their journey through academia. Through studentnarratives the real lessons of higher education challenges and experiencesemerge. This enables academic staff to appreciate how students develop, and howstorytelling identifies not only learning objectives but more importantly thelearner ones too. This presentation willencourage attendees to debate and discuss learning spaces, student narratives,and learning partnershi...
Amongst a range of changes that have taken place within tertiary education, perhaps the most revo... more Amongst a range of changes that have taken place within tertiary education, perhaps the most revolutionary has been a shift to student-centred approaches focused on life-long learning. Accompanying this approach to holistic higher education (HE) has been a growing interest in, and understanding of, the Scholarship of Teaching and Learning (SoTL). SoTL has, at its core, a deep concern with student learning and is therefore well-aligned with higher education’s renewed focus on its students. In this conceptual paper, we examine the impact of the T-shaped person which many tertiary institutions are operationalizing to inform and connect the development of students’ deep disciplinary knowledge with non-academic and employment readiness skills (such as communication, problem-solving, teamwork, and critical thinking). Importantly, we argue for a re-positioning of SoTL to complement and support this model, with SoTL as both the fulcrum and the fluid, multiple threads of discourse that are i...
This practice paper describes and evaluates a mentorship scheme used with undergraduate students ... more This practice paper describes and evaluates a mentorship scheme used with undergraduate students on the sports rehabilitation programme at Middlesex University. The scheme commonly called MUSCLE (Middlesex University Sport- Student Centred Learning Experience) was developed to engage students across all levels of the programme in assuming responsibility for, and ownership of, their own learning and grade attainment profiles. In the context of this paper, student mentoring comprised graduate, third, and second year undergraduate students mentoring first, second and third year students respectively. MUSCLE mentoring groups addressed issues such as induction, examination and academic writing skills, and study techniques. The scheme was implemented in October 2007, following consultation with the academic staff and student engagement task force groups at the University. An integrated qualitative (using focus groups to gather experiences of mentors and mentees) and quantitative (using pr...
Preface. Acknowledgements. About the editors. List of contributors. How to use this book. PART 1 ... more Preface. Acknowledgements. About the editors. List of contributors. How to use this book. PART 1 INTRODUCTION TO SPORTS REHABILITATION. 1 Introduction to sport injury management (Jeffrey A.Russell). PART 2 INJURY SCREENING AND ASSESSMENT OFPERFORMANCE. 2 Injury prevention and screening (Phil Barter). 3 Assessment and needs analysis (Paul Comfort and MartynMatthews). PART 3 PATHOPHYSIOLOGY OF MUSCULOSKELETAL INJURIES. 4 Pathophysiology of skeletal muscle injuries (Dr LeeHerrington and Paul Comfort). 5 Tendons (Dr Stephen Pearson). 6 Pathophysiology of ligament injuries (DrorSteiner). 7 Pathophysiology of skeletal injuries (SarahCatlow). 8 Peripheral nerve injuries (Elizabeth Fowler). PART 4 EFFECTIVE CLINICAL DECISION MAKING. 9 An introduction to periodisation (Paul Comfort and MartynMatthews). 10 Management of acute sport injury (Jeffrey A.Russell). 11 Musculoskeletal assessment (Julian Hatcher). 12 Progressive systematic functional rehabilitation (EarleAbrahamson, Victoria Hyland, ...
Online systems like Turnitin have been identified as way to improve the quality of work that stud... more Online systems like Turnitin have been identified as way to improve the quality of work that students submit. Related to this, recent studies concerned with Turnitin have foregrounded its capacity as an educative tool that improves students’ understanding of academic misconduct. Academic writing, and the ability of students to appreciate feedback as a significant component of learning is often hidden behind the technological platform of Turnitin. In many cases Turnitin is conceived as software used to detect dishonesty and frame students for inappropriate citation, or misuse of referencing. We seek to address this, by examining more the pedagogical value of online feedback systems in the context of widening participation and TEF. Significantly expanding the discussion beyond plagiarism, taking a genre-based approach, and positioning both academic writing and Turnitin/feedback within the context of academic literacies, this paper intervenes with current debates. The case study draws ...
Online systems like Turnitin’s Feedback Studio have beenidentified as means to improve the qualit... more Online systems like Turnitin’s Feedback Studio have beenidentified as means to improve the quality of work that students submit.Related to this, recent studies concerned with Feedback Studio haveforegrounded its capacity as an educative tool that improves students’understanding of academic misconduct. Academic writing, and the ability ofstudents to appreciate feedback as a significant component of learning is oftenhidden behind the technological platform of Feedback Studio. In many cases, FeedbackStudio is conceived as software used to detect dishonesty and frame studentsfor inappropriate citation, or misuse of referencing. What are the studentstories that manifest from the technology we use? How do we engage withstudents and help them see the value of technology in aiding their academic andprofessional development? This paper explores the use of Turnitin software as ameans to enhance student learning through feedback and feedforward practices.
The book is intended for undergraduate and post graduate students. It aims to enhance the field o... more The book is intended for undergraduate and post graduate students. It aims to enhance the field of sport rehabilitation and injury . The chapter on Psychology focuses on the importance of utilising psychology as a professional . It includes theoretical underpinning and psychological interventions.
This case study reports on how a peer assessment scheme has been used to allow final year student... more This case study reports on how a peer assessment scheme has been used to allow final year students (who have just completed a clinical placement) the opportunity to talk to second year students (about to begin the placement experience), about the challenges and opportunities of clinical placement.
Critical Collaborative Communities
Peer mentoring schemes are increasingly visible within professional practice, and in recent years... more Peer mentoring schemes are increasingly visible within professional practice, and in recent years, universities have integrated mentoring across undergraduate programmes. In order to provide the appropriate support to peer mentors and contribute to the future development and success of peer-mentoring schemes, it is necessary to investigate not only the benefits afforded to mentees, but also peer mentors' perceptions of their experiences. This small-scale qualitative study was conducted with participants who were recruited from the peer-mentoring scheme across two professional undergraduate health programmes: Podiatry and Sports Therapy. Semi-structured interviews were used to explore the early experiences and expectations of being a mentor, mentorship activities, reasons and personal narratives for becoming a mentor, and the effectiveness of the training they received. Findings suggest that constructive and destructive friction exist between how mentors perceive their mentorship...
Teaching & Learning Inquiry: The ISSOTL Journal
Teaching & Learning Inquiry
, played host to the 2nd EuroSoTL conference, which welcomed over 200 scholars from 19 countries.... more , played host to the 2nd EuroSoTL conference, which welcomed over 200 scholars from 19 countries. Many delegates were able to cross borders and discover new territories not only in metaphorical spaces but physical ones too. The journey to Lund enables colleagues to travel from Copenhagen across the sea to Sweden. This feat of engineering, building a bridge that spans two countries, illustrates the ingenuity in human creation and co-creation. Not only did the journey route through different landscapes, but so too did the presentations and keynote addresses. It was clear that SoTL acts as a railway to transport those who are willing to explore ideas and new surroundings into a world that focusses on transformation of practice, and development of innovation in teaching and learning. This year the conference theme embraced the notion of transforming patterns through SoTL, and expanded the understanding of how SoTL scholars and practitioners use shapes and patterns to generate research and explore ideas. The EuroSoTL conference not only brought international scholars together but further built a greater community of practice by introducing the pillars of SoTL to more discipline-based practitioners. The conference attempted to enhance the impact of SoTL on both people and practices by carefully considering the value and purpose of SoTL in an ever-changing Higher Education landscape. This was achieved through two important strands: 1) SoTL in the disciplines and 2) Impacts of SoTL on teaching excellence, research into SoTL as a vehicle for change. What was evident is that SoTL is expanding by exploring innovative practices in teaching and learning. The conference introduced new ideas to established academics whilst simultaneously explaining the principles and dynamics of the scholarship of teaching and learning to those new to this area of study. Katarina Martensson and Torgny Roxa introduced the conference and welcomed the main keynote for the first day. Catherine Bovill, from Edinburgh University painted a wonderful picture of cocreation through SoTL. Her presentation emphasised the importance of using students to design, create, and deliver learning content. The audience was able to consider changes in practice to better accommodate a co-created curriculum. Through the keynote address a sub-theme of student-centred learning was created to promote the individual sessions that followed. The individual sessions were punctuated with presentations exploring connections between micro, meso and macro components of the Higher Education environment. It was interesting to witness the conversations that occurred during break sessions and lunch. Colleagues not only came together in a common space but more importantly established links to continue conversations, engage research, and develop ideas for future dissemination and publication. This year saw the introduction of the Joanna Renc-Roe Award. Joanna sadly passed away last year. She was a SoTL scholar and strong advocate for student engagement. The award recognised a conference presentation that captured the passion of Joanna's work which illuminated the innovation
Teaching and Learning Inquiry the Issotl Journal, 2015
The annual International Society for the Scholarship of Teaching and Learning (ISSOTL) 2014 confe... more The annual International Society for the Scholarship of Teaching and Learning (ISSOTL) 2014 conference was held in picturesque Quebec City. Hosted by Laval University, the conference was a Mecca for the dissemination of information, debate, development, and engagement. This year saw a number of innovative practices, in clud ing the addition of an ISSOTL mobile application which kept delegates informed of sessions and areas of interest. One of the most inspiring aspects of the conference was the incredible manner in which the keynote addresses were scribed in both visual and textual formats. This enabled delegates to appreciate the key messages within the plenary sessions. The scribing of conceptual and contextual ideas on a whiteboard not only flooded the Twitter lines, but more importantly painted a picture of what the future for SoTL publication may become. The conference attracted a wealth of expertise across multiple levels of learning and learners. The theme for the conference captured the uniqueness of creative expression in teaching and learning. This was carefully developed through the plenary sessions which ranged from transformational learning and criti cal pedagogies to the expression of "delicious uncertainty," to learning as a practised identity and understanding how to navigate among and between learning chapters. Apart from the oral, poster, symposia, and workshop presentations, the annual conference further provided important meeting spaces for its numerous special interest groups. These groups gathered to communicate the ethos, vision, and work of the Society by focussing specifically on key learning issues within specialist areas. Some of the groups developed proposals for a new series of textbooks to examine the scholarship of teaching and learning through different and innovative SoTL lenses. Lunch time and early breakfast meetings saw members of these special interest group learn, lead, and of en lend support to their colleagues. There were a number of regional specific meetings to mobilise interest amongst members from different geographical locations. The importance of ISSOTL is best captured in the way members from regional groups disseminate information and learning to their regions and institutions, and engage colleagues with the value of SoTL, even if the term is alien and/or problematic to many. The conference further witnessed the meeting of journal editors to debate the future of SoTL publications and the impact of open access publication on academic scholarship. International liaison and collaboration are criti cal to the success of the Society, its present and future endeavours, yet the future of SoTL relies on the process by which
Comfort/Sports Rehabilitation and Injury Prevention, 2010
Teaching & Learning Inquiry: The ISSOTL Journal
Ireland embraced the theme of bridging boundaries through the scholarship of teaching and learnin... more Ireland embraced the theme of bridging boundaries through the scholarship of teaching and learning. For three days, international scholars, academic developers, senior faculty, and students debated, interpreted, deciphered, and learned to challenge the tenets and principles of SoTL. In his welcome address, the UCC Vice President for Teaching and Learning, Profes sor John O'Halloran, elucidated the University philosophy by claiming that UCC is stu dent focused, staff supported, and globally informed. This resonated with the vision for SoTL in which we, as a community of practice, work to research the dynamics of student staff relationships through multinational collaboration and scholarly activities. The con ference coincided with the 200 year campus celebration of George Boole's birth, a dis tinguished mathematician, philosopher, logician, and first UCC mathematics professor, who left the world with the equations necessary for the technology it needs to progress. The pre conference workshops were well received, covering definitional and prac tice issues for SoTL as well as carefully dissecting and decoding disciplines by analysing bottlenecks and troublesome learning. These workshops inspired delegates to rethink teaching and learning practices by better positioning learning within a learner context. Delegates were able to continue debates and discussions at the welcome reception hosted in the his tori cal setting of the staff common room. The conference sessions provided a rich tapestry for unlocking the practices of SoTL by moving subtly through and within SoTL. Boyer's (1990) research on different schol arships provided an interesting backdrop to many of the debates within the conference. The conference further considered a tiered approach to scholarship emphasised within the keynote addresses, creatively delivered by leading scholars and practitioners such as
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Papers by Earle Abrahamson