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Conference Paper/Proceeding/Abstract 683 views 327 downloads

Supporting Early-Career Academics in the UK Computer Science Community

Tom Crick Orcid Logo, James H. Davenport, Alan Hayes, Alastair Irons, Tom Prickett

Computing Education Practice 2021, Pages: 33 - 36

Swansea University Author: Tom Crick Orcid Logo

DOI (Published version): 10.1145/3437914.3437977

Abstract

The early career of a computer science academic in the United Kingdom (UK) — as with most other disciplines — is challenging in terms of balancing research aspirations, learning and teaching responsibilities, wider academic service commitments, as well as their own professional development. In terms...

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Published in: Computing Education Practice 2021
ISBN: 9781450389594
Published: New York, NY, USA ACM 2021
URI: https://cronfa.swan.ac.uk/Record/cronfa55907
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first_indexed 2020-12-17T08:15:22Z
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spelling 2021-02-16T15:07:59.5053864 v2 55907 2020-12-17 Supporting Early-Career Academics in the UK Computer Science Community 200c66ef0fc55391f736f6e926fb4b99 0000-0001-5196-9389 Tom Crick Tom Crick true false 2020-12-17 EDUC The early career of a computer science academic in the United Kingdom (UK) — as with most other disciplines — is challenging in terms of balancing research aspirations, learning and teaching responsibilities, wider academic service commitments, as well as their own professional development. In terms of learning and teaching development, this commonly involves working towards Fellow- ship of the Higher Education Academy (now known as Advance HE), either by direct application or via successful completion of an accredited institutional taught postgraduate course. Typically, if a course is required (often as part of their academic probation), the focus will be general higher education learning and teaching pedagogy rather than specifically focused on computer science and cognate areas. The formal institutional course requirements are normally supplemented by mentoring from within their department from experienced academic colleagues. Thus, the quality of development for an early-career academic will be enhanced in part by the strength of the community of practice operating within the department and the communities of practice that exist at a national and international level, often through professional bodies, learned societies and sub-disciplinary groupings. This paper presents the work-in-progress to address some of these structural, cultural and community challenges at both the institutional and national level in the UK, based on empirical themes collected from a workshop held at UKICER’20. We identify a number of specific actions and recommendations to supplement the current formal institutional requirements with enhanced national-level academic practice support and professional development, alongside local and regional professional mentoring. Conference Paper/Proceeding/Abstract Computing Education Practice 2021 33 36 ACM New York, NY, USA 9781450389594 6 1 2021 2021-01-06 10.1145/3437914.3437977 COLLEGE NANME Education COLLEGE CODE EDUC Swansea University 2021-02-16T15:07:59.5053864 2020-12-17T08:12:12.6622848 Faculty of Humanities and Social Sciences School of Social Sciences - Education and Childhood Studies Tom Crick 0000-0001-5196-9389 1 James H. Davenport 2 Alan Hayes 3 Alastair Irons 4 Tom Prickett 5 55907__18900__22a7e6709a644038baba123007617fb2.pdf cep21-9.pdf 2020-12-17T08:15:02.4529119 Output 388581 application/pdf Accepted Manuscript true false eng
title Supporting Early-Career Academics in the UK Computer Science Community
spellingShingle Supporting Early-Career Academics in the UK Computer Science Community
Tom Crick
title_short Supporting Early-Career Academics in the UK Computer Science Community
title_full Supporting Early-Career Academics in the UK Computer Science Community
title_fullStr Supporting Early-Career Academics in the UK Computer Science Community
title_full_unstemmed Supporting Early-Career Academics in the UK Computer Science Community
title_sort Supporting Early-Career Academics in the UK Computer Science Community
author_id_str_mv 200c66ef0fc55391f736f6e926fb4b99
author_id_fullname_str_mv 200c66ef0fc55391f736f6e926fb4b99_***_Tom Crick
author Tom Crick
author2 Tom Crick
James H. Davenport
Alan Hayes
Alastair Irons
Tom Prickett
format Conference Paper/Proceeding/Abstract
container_title Computing Education Practice 2021
container_start_page 33
publishDate 2021
institution Swansea University
isbn 9781450389594
doi_str_mv 10.1145/3437914.3437977
publisher ACM
college_str Faculty of Humanities and Social Sciences
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hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Social Sciences - Education and Childhood Studies{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Social Sciences - Education and Childhood Studies
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description The early career of a computer science academic in the United Kingdom (UK) — as with most other disciplines — is challenging in terms of balancing research aspirations, learning and teaching responsibilities, wider academic service commitments, as well as their own professional development. In terms of learning and teaching development, this commonly involves working towards Fellow- ship of the Higher Education Academy (now known as Advance HE), either by direct application or via successful completion of an accredited institutional taught postgraduate course. Typically, if a course is required (often as part of their academic probation), the focus will be general higher education learning and teaching pedagogy rather than specifically focused on computer science and cognate areas. The formal institutional course requirements are normally supplemented by mentoring from within their department from experienced academic colleagues. Thus, the quality of development for an early-career academic will be enhanced in part by the strength of the community of practice operating within the department and the communities of practice that exist at a national and international level, often through professional bodies, learned societies and sub-disciplinary groupings. This paper presents the work-in-progress to address some of these structural, cultural and community challenges at both the institutional and national level in the UK, based on empirical themes collected from a workshop held at UKICER’20. We identify a number of specific actions and recommendations to supplement the current formal institutional requirements with enhanced national-level academic practice support and professional development, alongside local and regional professional mentoring.
published_date 2021-01-06T04:10:28Z
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