Practitioner s to lecturers Industry Pr ofession practitioner

Practitioner s to lecturers Industry Pr ofession practitioner al to Lecturer – mento r s starting th eir academic ing to support journey. Maria Thom a s

Background 0 The Music Industry Management degree at UH is a dynamic programme that reflects the changes in the Music Business. 0 The programme is undergoing some key changes including a new Programme Leader and expansion of the teaching team. 0 To ensure that new tutors have relevant, current Industry experience, it important to bring in people who are still working in the industry. 0 However this can mean that new staff do not have experience of teaching 0 A new mentoring programme has been developed to bridge the gap between industry and academia to develop a strong, committed team.

Mentoring 0 This year, the MIM teaching team have been experimenting with a mentoring programme for practitioners 0 Involving 0 0 class observations, team teaching, feedback sessions and team marking

Kolb’s Experiential Learning Cycle

Past problems 0 New tutors having Industry knowledge, but not understanding University requirements eg learning outcomes, assessment requirements, marking requirements 0 New tutors having experience at other HE Institutions which have a different culture or teaching style to UH 0 New tutors establishing respect and trust with students 0 Ad hoc support for new tutors which does not meet their needs and can be demanding for the teaching team (eg being asked for help with marking at the last minute)

Aims of the Mentoring Programme 0 Practitioner / New Lecturer 0 Students 0 Teaching Team

Aims for Practitioners / New Lecturers 0 Ensure they: Are supported in their new role Have a bespoke induction Feel part of the team Have the opportunity to observe and discuss good practice 0 Develop their skills gradually through a phased introduction to academia 0 Get to know the students 0 Understand the culture of the UHMIM Programme 0 0

Aims for students 0 Ensure that content is relevant and current for the Music Industry 0 Strong role models 0 Access to networks in the Industry for advice, internship and job opportunities

Aims for Teaching Team 0 Bring in specialists who can support on a range of modules – through teaching, advising on module content, access to resources, networks 0 Opportunity to reflect on their own practice through mentoring and discussion of CPAD content 0 Teach on a specialist, Industry focused programme 0 Be part of a supportive team

Mentoring Process 0 Observations 0 Team Teaching 0 Feedback Sessions 0 Team marking

Observations 0 Observing experienced lecturers 0 Discussing material and learning outcomes before and after class 0 Engaging with students during in-class group activities 0 Helps with getting to know students

Team teaching 0 Team teaching to develop confidence 0 Discussing material and learning outcomes before class 0 Gradual inclusion: 0 0 Introduction to students Being interviewed Commenting on points relating to their specialist area Discussion with small groups in class

Feedback Sessions 0 Meetings to reflect on experience 0 Feedback from experienced tutors

Team Marking 0 Marking alongside current team members 0 Helps with moderation 0 Helps with student perception 0 Long term helps with creating assessments and module development

Challenges 0 Time intensive for both current tutor and new tutor 0 Limited finances available 0 Takes commitment from both mentor and mentee

Benefits 0 A career path for new tutors 0 Professional development for mentor and mentee 0 A strong, cohesive, supportive teaching team which benefits students and staff

References 0 Honey, P. & Mumford, A. (2000). The learning styles helper's guide. Maidenhead: Peter Honey Publications Ltd. 0 Kolb, D. A. (1983) Experiential Learning: Experience as the source of learning and development FT, Prentice Hall, Harlow