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Courses Taught

I have/am teaching upon a number of formal courses. As I’m often an ‘HP’ (hourly-paid) lecturer, the range of courses taught is ‘interesting’, and exceedingly interdisciplinary. Find specific workplaces:

At the University of Winchester, 2009 – Present

10/10 – Present Innovation in IT, Postgraduate Certificate in Teaching and Learning in Higher Education (PGCLTHE)
The PGCLTHE offers a framework for reflecting on teaching, learning, professionalism and the context of Higher Education.  This module will enable you to develop critical awareness of the many factors which influence the introduction of electronic or resource-based learning. By undertaking a small project, participants will increase their capacity to contribute to the innovative development, or implementation, of IT in support of learning. Where possible, participants will be encouraged to undertake developmental activities which support the strategic aims of their institutions. Access to exemplar material, on-line discussion and other resources will be provided through the blended use of face to face support and the Winchester Portal & Learning Network. Sessions will cover the areas identified below. Introduction to theoretical frameworks for considering electronic and resource-based learning. Role of IT in supporting current HE Strategies. An examination of the pedagogically effective use of learning technology through a range of applications, such as virtual learning environments, Web pages, presentation software and computer-assisted assessment. Consideration of pedagogical frameworks for planning, writing, production and implementation.
10/10 – Present Manipulating Media, Media Studies (1st Year)
A compulsory double module taught over two semesters. The focus of this module will be the collaborative production of rich online, media projects based on particular themes (an indicative theme could be ‘diversity in the media’). Students will work in teams to research, produce and publish online media projects. The contents of the projects may consist of social networking sites, blogs, wiki documents, video, photographic and audio (pod casts), textual documents and supporting academic materials such as annotated bibliographies.The projects will be academically rigorous in their examination and evaluation of information yet will present the information in a user-friendly manner suitable for a wide audience. Students will perform a variety of tasks on the module and gain a range of skills in the gathering, evaluation and production of information as well as research, project management and leadership skills.
10/09-06/11 Introduction to Media Studies 1, Media Studies (1st Year)
This module introduced some of the key theories and debates in the study of ‘The Media’, taking a historical perspective in the development of both theories and practice.  
02/10-06/10 Individual Study Module, History (2nd Year)
A module encouraging students to identify a topic of interest (those working with me were focusing upon ‘Post-war Britain 1945-2010′) and produce independent research and an extended essay in preparation for their dissertation the following year.
10/09-06/10 Dissertation Supervision, Media Studies (3rd Year)
The supervision of five students for their ‘Final Year Project’ covering topics including politics in newspapers, masculinity in magazines, and a century of supermarket advertising.
10/09 – 01/10 Twentieth Century British History (1st year, compulsory, Joint-Lead)
10/09 – 01/10 Landmarks (1st year, compulsory, Seminar Tutor)
02/10 – 06/10 Creating and Consuming (1st year, compulsory, Team-Lead)
02/10 – 06/10 Dreams and Nightmares (2nd year, optional, Sole tutor)
02/10 – 06/10 Introduction to Media Studies 2, Media Studies (1st Year)
This module introduced some of the key theories and debates in the study of ‘The Media’, continuing to examine both theories and practice.
09/09 – 01/10 Philosophy in Journalism (1st year, compulsory, Seminar Tutor)
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03/09 – 06/09; 03/10-06/10 Design for Digital Media, Media Studies (1st Year)
Students are required to build a portfolio site, showcasing the work they have already done (whether for the University or not). They are being offered technical and design sessions with Mike Seignoir and Petter Warnsburg. My role is to introduce them to the project management aspects of building a website, including writing a web brief, keeping them on trackto completion, questioning the functon of the elements used in their sites, and encouraging them to share skills.An extra session offered to 2nd years.
02/09 – 06/09; 02/10-06/10 Researching Media Studies, Media Studies (1st Year)
This is Researching Media Studies, your first introduction to the research techniques you will require for your degree programme. The module will introduce you to a range of basic techniques used within the academic study of media. You will be introduced to these through a series of problem based research exercises which will be supported by complementary teaching encounters.You will be given a number of research briefs which you will complete as an individual working within a small group. These research briefs will be linked to areas investigated in Introduction to Media Studies 1 & 2 and the tasks will be similar to those which you may encounter in the course of your undergraduate study of the media. These exercises will encourage you to develop arguments, based upon data generated from research.The module will also encourage you to review your Skills Audit and Personal Development Plans. It helps you build upon some of the study skills which were introduced on Writing for Media Studies. These skills will enable you study different aspects of the media – texts, audiences and institutions.
02/09 – 06/09 Creating and Consuming, History (1st Year)
Creative and Consuming History is a compulsory module, which follows on explicitly from Reading and Writing History in Semester 1. Whereas that module introduced students to the basic practical skills required for studying history at University; this module asks to students to engage with the process of accessing the past both through History as an academic discipline and alternatively in public history. Through the study of a variety of routes to the past students will begin to engage with the methodological problems and nuances in studying history at degree level.
02/09 – 06/10 Researching Media and Film, Media Studies (2nd Year)
Introduction to handbook: ‘On the module you will engage with academic debates about representation and be introduced to methods and practices for media and film research. You will also select an area of media and (or) film representation for a 3,000-4,000 word research project. Tutorials and workshops are provided to support your independent work on the project. Upon successful completion of the module you will be able to drawn upon a range of concepts and theories in order to analyse representation in media and film texts.’A second year team-taught module for which I hosted seminars, supporting students through the Learning Network, discussion, feedback, tutorials and essay feedback in an area of their own interest, encouraging students to engage with theoretical approaches, including semiotics and discourse analysis.
02/09 – 04/09 Reflecting, History (3rd Year)
The greater part of this module will be retrospective, looking back at the History degree as both an overtly academic/intellectual exercise and considering students’ progression in those terms; and as a more practical training or development of generic skills and aptitudes that can be transferred to the work place. In contrast, the last part of the module will focus on career prospects and encourage students clearly to define ambitions and to work out strategies (in terms of written applications and interviews) for achieving those ambitions.
04/09 – 06/10 Aim Higher (School Students)
With no planes to throw myself out of, I decided that I would take on a new challenge, that of providing a workshop to 12 year olds, encouraging them to think about University as a possibility:

“The World Wide Web is one of the fastest and most effective ways of communicating with people across the world. In this interactive session you will design your own 5 page website based on your interests. You’ll learn how to research online, learn about search strategies and where to find free images, and how to construct an exciting website.”

At the University of Durham, 2010 – Present

06/11 – Present MediaLit (Continuing Professional Development)
MediaLit is an annual week-long course which offers training and resources in media for ministry for those engaged in formal pre-ordination training, those already engaged in local or national ministry and anyone concerned to connect Christian faith with communication in a digital age. We explore communications media, the workings of the media – both broadcast media and the press, offer some key skills training in how to create material for the media and how to handle various media opportunities.  We reflect theologically on the media’s interaction with society and public values and encourage delegates to think critically about how they and their congregations consume the media’s products – and what products we might produce ourselves to assist and engage with the media.

At the University of Manchester, 2005-2006

10/05 – 12/06 Graduate Seminars, CIDRA Postgraduate Sessions
Small seminars hosted alongside a high-profile lecture series, specifically to allow postgraduates access to prominent academics.

  • I ensured that the spaces, timings and agendas of the seminars were focused to allow the best interaction.
10/06 – 11/06 ‘Time Management’, SAGE Postgraduate Session
Co-led with the Postgraduate Training Officer. We prepared the sessions together, demonstrating how different techniques work for different people.

  • I used material from my own experience as a PhD student (PTO had not studied at postgraduate level), with material from a time management course which I had attended.
  • Building on discussions at the course, afterwards I circulated a list to students of specific issues which may affect postgraduate study, and suggestions with how to deal with each of these.
09/06 – 11/06 ‘How to Work With Visual Material’, SAGE Postgraduate Session
An introduction across subjects in the School of Arts and Humanities, with some working on social approaches to medical imagery, into learning to ‘read’ visual material, both theoretical approaches and practical techniques.

  • I designed a highly participative session in which students were challenged to think about how they use visual images, the assumptions that they make about them, and how ‘seeing them differently’ opens up possibilities for new questions.

At the University of Winchester 1998 – 2005

03/04 – 04/05 ‘Web Design’, Media Studies
Alongside the practical introductory course offered by the College IT Trainer

  • Using Dreamweaver, I provided practical support and encouraged students to think about issues regarding usability and effectiveness, with a particular focus on structuring information online, and preparing content and images in digital formats.
03/04 – 06/04 ‘Photography and Advertising’, Media Studies
Catalogue summary: ‘The module introduces students to a set of core debates and issues relating to the study of advertising media. Case studies from print and broadcast media will be examined in relation to issues of identity, representation and power. The module will draw on key readings and encourage students to engage in debates around the cultural critique of advertising.’A first year module that I took over four weeks into the course.

  • Through lectures, seminars, group and individual tutorials, I presented, and encouraged students to engage with, the semiotic approach to advertising.
  • Elements I taught included advertising history, branding, regulation, race and ethnicity, gender, and celebrity.
  • I assessed work through presentations and essays.
02/04 – 06/04 ‘Research and Representation’, Media Studies
Introduction to handbook: ‘On the module you will engage with academic debates about representation and be introduced to methods and practices for media and film research. You will also select an area of media and (or) film representation for a 3,000-4,000 word research project. Tutorials and workshops are provided to support your independent work on the project. Upon successful completion of the module you will be able to drawn upon a range of concepts and theories in order to analyse representation in media and film texts.’A second year team-taught module which I supported at short notice:

  • Through seminars, tutorials, presentations, and assessment of written work, I supported students in an independent research project in an area of their own interest.
  • I encouraged students in the use of theoretical approaches offered by Barthes (semiotics) and Foucault (discourse analysis).
Early 04 ‘Web Design’, American Studies
I offered one week of a two week practical introductory course, in conjunction with the College IT Trainer.

  • Using Dreamweaver, I encouraged students to think about issues regarding usability and effectiveness, with a particular focus on search strategies and structuring information online.
05/99 – 02/05 ‘Presenting Research’, Postgraduate Research Training Programme
I contributed elements of the evening postgraduate research training course, covering the following topics

  • ‘Web Design for Research’, using Dreamweaver, including issues of usability and accessibility.
  • ‘PowerPoint for Research’, including the importance of concentrating on information rather than special effects.
  • ‘Research Posters’, using PowerPoint, including how to structure information, without overloading the medium.

I also presented elements of my research, including presentations on project design, and completing the PhD.
05/99 – 06/02 ‘Using Visual Images as Historical Sources’, Case Study within ‘The Historian’s Evidence and Skills’, History
Indicative outline content: ‘This module introduces History as a discipline that makes sense of the past by analysing surviving evidence. It introduces students to the range of such evidence, from documentary to physical and visual, and to the libraries, record offices, museums, art galleries, and townscapes where it is to be found. It introduces students to the generic and specific skills required by the practice of History and to their transferability to other contexts, especially employment. Students use such evidence and skills to solve simple historical problems in case studies on particular topics both as teams in class and as individuals. They learn basic historical conventions and apply them to their own assignments.’For three years I co-ordinated a 6-week team-taught first year case study.

  • I annually updated the course outline and reading list.
  • I prepared and presented lectured including the use of photography, propaganda films, feature films and posters as historical evidence.
  • I wrote and assessed exam papers, ran revision sessions, and designed a website to accompany the course: http://www.ww2poster.co.uk/visual.
05/99 ‘Industrial Society in Crisis, 1914-1940′, History
Catalogue summary: ‘This module takes as its theme the response that the British state and society made to the pressures created by industrialisation and urbanisation. It aims to elucidate change in social and political attitudes and structures in response to the criticism of the nature of modern society that emerged during the late nineteenth century and the First World War.’An individual lecture presented to third year students:

  • Selected elements of my research project, relevant to the issues under study within the module.
  • A particular focus on posters relevant to the Beveridge Report (1942).
04/99- 06/99 ‘Victorian Britain’, History
Catalogue summary: ‘The module investigates one of the most remarkable periods of national history. The changes in population and means of production and the rise of a middle class ethos will form a foundation for the examination of other aspects of the geographical and cultural landscape of Britain. These will include the economic, political and scientific theories that gave rise to distinctive practice in art, state intervention and social politics. The paradox of a Christianity which was both under threat and an apparent foundation for much of the philanthropic and cultural activity of the era will be examined.’One year working on a team-taught module, aimed at first year students:

  • Seminar preparation, particularly working with visual media (cartoons/maps).
  • Tutorial support.
  • Assessment via essays.
04/98 – 06/99 ‘New Approaches to History’, History
Catalogue summary: ‘This module examines the development of the professional practice of History in the 20th century. It considers generally and through examples the extension of range, from political and constitutional history through economic history to a plethora of sub-disciplines, new insights offered by History from Below and Gender History, the development of interdisciplinary connections (e.g. literature, sociology, archaeology), the exploitation of new sources, new techniques, and new technology.’Two years spent supporting a second year module, particularly assessment elements:

  • I took seminars, tutorials, and assessed work via essays and presentations.
  • Presentations were focused upon assessment of historical journals.
04/98 ‘The United Kingdom, 1900-1997′, History
Catalogue summary: ‘The module will begin with a brief overview of the period. It will move into a critical chronological survey of the political, social, and economic developments of the periods 1900-14; 1914-45; and 1945-present.’An individual lecture presented to first year students:

  • A summary of my research project, avoiding complex language.
  • Little other audience specific preparation.