Velda Mccune
Datos Biográficos
| ID | 1499668 |
|---|---|
| NOMBRE | Velda Mccune |
| NOMBRES | Velda |
| APELLIDO | Mccune |
| FIRMA | MCCUNE V |
| AFILIACIONES | University of Edinburgh |
| ORCID | 0000-0003-1296-2875 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 11 |
| TOTAL DE CITAS | 43 |
| TOTAL COMO AUTOR | 11 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2004 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2024 |
| ÍNDICE H | 2 |
Academic identities and teaching wicked problems
Policy makers increasingly call on higher education to prepare learners for challenges such as global health emergencies or ecological crises. These can be understood as ‘wicked problems’, which are unbounded, complex and resist simplistic definition. Wicked problems involve stakeholders with incompatible value positions and attempted solutions can result in unforeseen outcomes. How academics stay committed to teaching about such challenging topi…
Teaching wicked problems in higher education
This paper reports on teachers’ perspectives on preparing students for working with ‘wicked’ problems (Rittel and Webber [1973]. ‘Dilemmas in a General Theory of Planning.’ Policy Sciences 4 (2): 155–169.). These problems are complex, lack clear boundaries, and attempts to solve them – generally by bringing together multiple stakeholders with contrasting viewpoints – have unforeseen consequences. Examples include many of the most significant curr…
Don’t hold me back’
Institutional schemes that offer financial and other support to carry out Scholarship of Teaching and Learning projects have a valuable part to play in the personal and professional development of academic staff. We investigated the experiences of 12 recipients of the University of Edinburgh Scholarship of Teaching and Learning (SoTL) Scheme awards, drawing on a poetic inquiry approach in order to understand what that development meant to them. W…
It all just clicked
This paper explores the transitions that a group of students, admitted from further education colleges as part of broader widening access initiative at a Scottish research-intensive university, made across the lifetime of their degrees. It investigates how they negotiate their learning careers beyond the first year, and how they (re)define their approaches to independent learning as they progress to the later years of their courses. Evidence is d…
Conceptions, Styles, and Approaches Within Higher Education
Conceptions, Styles, and Approaches Within Higher Education: Analytic Abstractions and Everyday Experience - 1
Academic feedback in veterinary medicine
This study analysed the expectations and experiences of students on a five-year undergraduate (n = 91) and four-year graduate entry (n = 47) veterinary medicine degree programme relating to academic feedback. Qualitative and quantitative methodologies were used to explore new students’ expectations and prior experiences of feedback and capture experiences across one academic year. The majority of the students expect no less feedback at university…
The disposition to understand for oneself at university
BackgroundA re-analysis of several university-level interview studies has suggested that some students show evidence of a deep and stable approach to learning, along with other characteristics that support the approach. This combination, it was argued, could be seen to indicate a disposition to understand for oneself.AimTo identify a group of students who showed high and consistent scores on deep approach, combined with equivalently high scores o…
Final year biosciences students’ willingness to engage
The research reported in this article investigates what students perceive as influencing their willingness to engage actively with their studies. The semi‐structured interviews which form the basis of this analysis are a subset of the data from the Enhancing Teaching–Learning Environments in Undergraduate Courses (ETL) Project, a large‐scale project funded by the UK Economic and Social Research Council. The findings from the analysis were drawn t…
The quality of guidance and feedback to students
The paper presents research findings on students’ experiences of the provision both of guidance and feedback, and with respect to examinations as well as coursework assignments. A first‐ and a final‐year bioscience course unit were surveyed in each of three contrasting university departments. The resulting dataset comprised 782 completed student questionnaires and 23 group interviews with a total of 69 students. Although the questionnaire data pr…
A real rollercoaster of confidence and emotions
Accounts of emotion and affect have gained popularity in studies of learning. This article draws on qualitative research with a group of non-traditional students entering an elite university in the UK to illustrate how being and becoming a university student is an intrinsically emotional process. It argues that feelings of loss and dislocation are inherent to the students' experiences of entering university, and that 'coming to know' a new commun…
The Conceptual Bases of Study Strategy Inventories
A real rollercoaster of confidence and emotions
Accounts of emotion and affect have gained popularity in studies of learning. This article draws on qualitative research with a group of non-traditional students entering an elite university in the UK to illustrate how being and becoming a university student is an intrinsically emotional process. It argues that feelings of loss and dislocation are inherent to the students' experiences of entering university, and that 'coming to know' a new commun…
It all just clicked
This paper explores the transitions that a group of students, admitted from further education colleges as part of broader widening access initiative at a Scottish research-intensive university, made across the lifetime of their degrees. It investigates how they negotiate their learning careers beyond the first year, and how they (re)define their approaches to independent learning as they progress to the later years of their courses. Evidence is d…
The disposition to understand for oneself at university
BackgroundA re-analysis of several university-level interview studies has suggested that some students show evidence of a deep and stable approach to learning, along with other characteristics that support the approach. This combination, it was argued, could be seen to indicate a disposition to understand for oneself.AimTo identify a group of students who showed high and consistent scores on deep approach, combined with equivalently high scores o…
The Conceptual Bases of Study Strategy Inventories
The quality of guidance and feedback to students
The paper presents research findings on students’ experiences of the provision both of guidance and feedback, and with respect to examinations as well as coursework assignments. A first‐ and a final‐year bioscience course unit were surveyed in each of three contrasting university departments. The resulting dataset comprised 782 completed student questionnaires and 23 group interviews with a total of 69 students. Although the questionnaire data pr…
A real rollercoaster of confidence and emotions
Accounts of emotion and affect have gained popularity in studies of learning. This article draws on qualitative research with a group of non-traditional students entering an elite university in the UK to illustrate how being and becoming a university student is an intrinsically emotional process. It argues that feelings of loss and dislocation are inherent to the students' experiences of entering university, and that 'coming to know' a new commun…
Final year biosciences students’ willingness to engage
The research reported in this article investigates what students perceive as influencing their willingness to engage actively with their studies. The semi‐structured interviews which form the basis of this analysis are a subset of the data from the Enhancing Teaching–Learning Environments in Undergraduate Courses (ETL) Project, a large‐scale project funded by the UK Economic and Social Research Council. The findings from the analysis were drawn t…
Academic feedback in veterinary medicine
This study analysed the expectations and experiences of students on a five-year undergraduate (n = 91) and four-year graduate entry (n = 47) veterinary medicine degree programme relating to academic feedback. Qualitative and quantitative methodologies were used to explore new students’ expectations and prior experiences of feedback and capture experiences across one academic year. The majority of the students expect no less feedback at university…
The disposition to understand for oneself at university
BackgroundA re-analysis of several university-level interview studies has suggested that some students show evidence of a deep and stable approach to learning, along with other characteristics that support the approach. This combination, it was argued, could be seen to indicate a disposition to understand for oneself.AimTo identify a group of students who showed high and consistent scores on deep approach, combined with equivalently high scores o…
Conceptions, Styles, and Approaches Within Higher Education
Conceptions, Styles, and Approaches Within Higher Education: Analytic Abstractions and Everyday Experience - 1
It all just clicked
This paper explores the transitions that a group of students, admitted from further education colleges as part of broader widening access initiative at a Scottish research-intensive university, made across the lifetime of their degrees. It investigates how they negotiate their learning careers beyond the first year, and how they (re)define their approaches to independent learning as they progress to the later years of their courses. Evidence is d…
Don’t hold me back’
Institutional schemes that offer financial and other support to carry out Scholarship of Teaching and Learning projects have a valuable part to play in the personal and professional development of academic staff. We investigated the experiences of 12 recipients of the University of Edinburgh Scholarship of Teaching and Learning (SoTL) Scheme awards, drawing on a poetic inquiry approach in order to understand what that development meant to them. W…
Teaching wicked problems in higher education
This paper reports on teachers’ perspectives on preparing students for working with ‘wicked’ problems (Rittel and Webber [1973]. ‘Dilemmas in a General Theory of Planning.’ Policy Sciences 4 (2): 155–169.). These problems are complex, lack clear boundaries, and attempts to solve them – generally by bringing together multiple stakeholders with contrasting viewpoints – have unforeseen consequences. Examples include many of the most significant curr…
Academic identities and teaching wicked problems
Policy makers increasingly call on higher education to prepare learners for challenges such as global health emergencies or ecological crises. These can be understood as ‘wicked problems’, which are unbounded, complex and resist simplistic definition. Wicked problems involve stakeholders with incompatible value positions and attempted solutions can result in unforeseen outcomes. How academics stay committed to teaching about such challenging topi…
Psychology (10 obras) · Evaluation of Teaching Practices (8 obras) · Mathematics education (8 obras) · Sociology (8 obras) · Computer Science (6 obras) · Pedagogy (5 obras) · Higher Education Practises and Engagement (4 obras) · Higher education (3 obras) · Political science (3 obras) · Qualitative research (3 obras)