Anonymous

Skills

My higher education career has consistently involved working collaboratively with other academics. For example at the UoLiL, the main focus was to provide sessions which directly related to the students' subject course for MSc Accounting, and MSc Finance and Investment Management, Architecture, Public Health Urban Planning and Urban Design. At the UoLiL, the MSc Finance and MSc Accounting courses were very challenging as students would need to attend classes for up to eight hours a day. This was because both courses also incorporated professional exams offered by the Chartered Institute of Public Finance and Accountancy (CIPFA) and thus students faced a very challenging timetable. I designed the discipline-specific English for Academic Purposes (EAP) curriculum alongside the Finance and Accounting subject lecturers, creating materials that centred on the students needs, which were language usage (namely structure and variety), use of technical terms and reading fluency. I would then join the lectures and present a study skills approach to the exams, i.e., focusing on structure of model answers, and use of technical terms

About

I have held numerous teaching and course development roles in higher education. For example, I have taught on a variety of Pre-sessional courses at the University of Southampton, University of Sunderland in London, Imperial College London, London School of Economics and the University of Teesside. Further, while working at University of Westminster, I took on a number of roles, including EAP Tutor, Visiting Lecturer for BA Translation and MA Supervisor. My role as Visiting Lecturer involved designing materials, creating mock and final exams and coordinating seminars. As MA Supervisor, I worked very closely with two students in order to ensure their success in their translation dissertation. My responsibilities included managing the students timetable to guarantee they were following a clear path in order to complete their dissertation, providing feedback on their work which they would then redraft, and heading meetings (one-on-one) with the students to discuss their work in order to assist them in the development of their thesis statement, with one student achieving a Merit and one student achieving a Pass grade. Currently, at the University of the West of Scotland in London I am teaching Foundation Business students in four core modules: Study Skills , IT Skills , Communication Skills and Personal Development Practice. At the University of Liverpool London (UoLiL), I was the sole English Language Department Coordinator in the London Campus, meaning I was responsible for all management and development of the Academic Support and Study Skills sessions for students. Similarly, my role as Pre-sessional Material Development Coordinator at the University of Sunderland in London included designing the curriculum, managing the timetable, creating a study timetable for students who were struggling, teaching, providing feedback on students formative assignments and ensuring standardisation of final assignments. In my role as Academic Mentor and English Lecturer at Anglia Ruskin University in London (ARUL), I was teaching foundation and first year undergraduate students in two core modules: Academic Research and Writing and Academic and Professional Skills . In addition, I provided Academic Consultations (one-to-one) for students who were struggling with their writing. The success of students who engaged with the academic and wellbeing support consultations were able to progress in their studies and their assignments were submitted and passed (approximately 70-80%).