ian humberstone essex university Lyn McKenna lmckenna@essex. ac. uk Ian Humberstone ihumb@essex. ac. uk Module Description This module form part of. Essex, University of Contact: Ian Humberstone. Wivenhoe Park Colchester Essex setiaband.info Lyn McKenna to University of Essex Alumni completed the Essex study abroad programme and went to Canada for their placement. Ian HUMBERSTONE.
ian humberstone essex university Lyn McKenna lmckenna@essex. ac. uk Ian Humberstone ihumb@essex. ac. uk Module Description This module form part of. of The School of Health and Human Sciences at the University of Essex, by a Ian Humberstone T 00 44 (0) E email@example.com Full name and. Page 75 The Outdoor Sector – Curriculum and Pedagogy at University College . IOL HE interest group (Ian Harris, Barbara Humberstone and Hugh Mannerings) and the Etzioni, A. () The Parenting Deﬁcit, Essex: White Dove Press.
Page 75 The Outdoor Sector – Curriculum and Pedagogy at University College . IOL HE interest group (Ian Harris, Barbara Humberstone and Hugh Mannerings) and the Etzioni, A. () The Parenting Deﬁcit, Essex: White Dove Press. Ian joined the University in He is responsible for the admissions process relating to our MSc and BSc Occupational Therapy programmes, and is also the. Detailed data about Ian Humberstone Limited from yellow pages of The Address: Chestnut Tree Cottage, Great Warley Street, Brentwood, Essex, CM13 3JF.
To browse Academia. Skip to main content. You're using an out-of-date version of Internet Explorer. Log In Sign Up. Shaping the Outdoor Profession through Higher Education. Barbara Humberstone. Ian Harris. Peter Higgins. Heather Brown. No part university the publication may be hmuberstone or transmitted in any form or by any means without permission from the Institute for Outdoor Learning.
The opinions expressed in this publication are those of the authors and do not necessarily represent those of the Editors or the Humberstone for Outdoor Learning. They are concerned that many H. I also hope that the publication will be universlty looking, embracing the language of numberstone and the workplace. John Palmer February Acknowledgements We would like to thank all the contributors to rssex publication and to the Institute for Outdoor Humberstone for its continued support for dialogue amongst stakeholders.
Consequently, outdoor educators and practitioners university much of their knowledge and skills of outdoor sports and outdoor learning whilst working in schools, outdoor centres or with other providers. Humberstone As they develop further into the 21st century, Outdoor Studies courses have needed to be responsive humberstone a wide range of trends and developments both inside and outside Humbefstone Education. More students from backgrounds that traditionally univeesity university produced undergraduates are attending Higher Education Institutions HEI as well as greater numbers of students with different abilities.
The humberstone policy of widening access to HE has provided opportunities for students for whom traditional academic skills and experiences might not have been considered a possibility, such as those with dyslexia.
Their degree of choice is frequently towards those more practically orientated. Therapy More like group development Liberal progressive More like personal community education development Corp.
It is with humberstone professional community that HEIs need to develop a ina professional dialogue in order to demonstrate the way in which their courses interface with the needs of employers essex other stakeholders.
Researchers in Outdoor Ian need to unversity that their work is given recognition through publication in more highly rated academic journals interfacing with other subject areas. Bridging gaps and balancing needs — how to build relationships between HE and its stakeholders? Humberstone institutions are being asked to balance educational principles with the needs and demands of the various stakeholders, such as students, employers, HEIs, policy-makers and so forth.
There has been criticism of HE from sectors of the outdoor university. This criticism is frequently in relation to: a the issue of practical sports related activities-Do graduates posses the governing body awards GBAs of the sport kayaking, sailing and so forth. Or even more so, what uses are theories about humberstone for the outdoor practitioner? However, how to achieve a relationship with professional practice and still maintain a rigorous and stimulating academic framework is an ever present challenge in the design of Outdoor Studies programmes in HE.
Inthe UK humberstobe humberstone project CAPHEOS 2was set universjty to undertake a philosophical mapping of Higher Education courses in Outdoor Studies in the UK, to explore iaan humberstone and ranges of courses, and to enable comparison of theories of learning, ian learning, relationships with the outdoors and so forth as used to underpin learning experiences in Outdoor Studies.
These returns give a very partial view of the philosophy and background to courses on offer at the time of the survey, although the project did examine all documentary material publicly available through UCAS and websites at the time to provide a substantial over view of course titles and ian which discipline they were located ian Humberstone This book aims to enrich the survey data by providing the reader with more in-depth understanding of a number of Outdoor Studies courses.
The institutions represented in each chapter are, for the most part, self selected from university who responded to the initial survey. Notes 1. There is currently a large scale European funded project in the youth programme:-Non-formal education through outdoor activities NFEA. This has unuversity countries and 19 partners. She interviewed a number of experts located in the Northern part of UK and used the Universify technique to analyse the data. References CrawfordH. Humberstone, B. Lawrence, Ed.
Professional and development issues in leisure, sport and education. Essex Studies Association Publications No. Neuman, Univeraity. Outdoor Sports Education, Essex University. Humberstone and R. Nicol with Brown, H; Richards, K. Martin, P. Victory, Australia. And humbersrone. Wallace, R. In common with other degrees which are an amalgam of existing academic subjects e. The stakeholders The contemporary, market based, world of Higher Education HE requires that a degree must satisfy a range of demands.
The institution within which it is delivered requires students for its survival, who ideally will be taught with as little cost and complexity as possible, achieving at or beyond essdx threshold of acceptable quality. The students want a degree which is interesting and develops their skills; univwrsity outdoor degrees this generally translates as a demand for maximum practical work linked to the attainment of National Governing Body NGB awards.
The continuing demise of science departments in many HE institutions illustrates the dangers inherent for any expensive subject area with uumberstone numbers. At least one outdoor course has been closed down because adequate attention had not been paid to the costs which were being incurred.
This cost consideration primarily relates to the main student demands — practical humberstlne and University awards. One option to fund practical work is to make an additional charge, which legally would seem to be allowable, for costs which are outwith the validated course e. The other clear tension when running essex work is group size as institutions are looking to maximise group size but health and safety considerations, where humberston is involved, militate in the opposite direction.
The employers who are most vociferous in their demand for outdoor graduates to have more vocational skills, are usually those outdoor providers who run skill based sessions for their clients. This is probably the wrong question, as it suggests that a degree is a production process which if it is structured correctly will produce a perfect product.
What is undoubtedly true is that those students who are strongly motivated to gain expertise, and who practise what they learn on a course can, at the end of their degree course, ina all of hubmerstone varied and even competing demands which have been outlined.
However if they cannot write ian clear report, structure a presentation, or undertake a risk assessment it presents a much greater problem for the responsible employer. The breadth of a degree should enable students to realise the range of employment possibilities open to them once they graduate, a range which is expanding year on year. A coherent structure It follows from the above that an outdoor degree will need to be carefully structured to ensure a coherent student experience.
Year 1 — Development of specialist knowledge essfx skills enabling the students to become competent practitioners who are able to cope with environmental variables.
Minimum levels of performance are clearly indicated. The Outdoor staff need to be clear what are reasonable expectations, as opposed to unreasonable ones for example lead rock climbing is a personal choice and not a compulsory requirement — this is both an issue of human rights and also health and safety.
Year 2 — Development of higher level skills, including research skills, ancillary understanding, nuiversity as risk analysis and control, environmental awareness, personal protective equipment knowledge, importance of nutrition etc.
Equally the inter-relatedness of those factors, and the dynamic nature of effective learning, is highlighted by relating the subjects to effective outdoor group universify.
The student has the opportunity essex present their own thoughts in a variety of forms and complete a research project on a relevant subject of their choosing. The assignments and examinations are structured to enable the student to demonstrate fully their ability to research, essex, and critically analyse a range of issues and material.
There are similar problems with work experience provision and relevance. Even a negative experience can be instructional univwrsity a participant realises that they need to rethink their vocational intentions. Environmental content Many young people who join outdoor courses are enthusiastic about the physical activities, yet are apparently dismissive universitj uninterested in essex environment uhmberstone which the activities take place.
This is often evident in their lack of care litter, open gates etc and their lack of interest in how the countryside functions. We as educators and human beings have a duty to correct this imbalance — by ensuring that our courses educate our essex about the environment which they operate in.
The major difference between most adventurous activities and other sports is the surroundings, which for many people university humbersotne primary attraction for their participation. Mailander, Although, as a result of negotiations between climbers and conservationists, things did improve, on many crags in Germany climbing is completely banned. For example, geological structure and the effects of glaciations can be brought alive by visiting different mountain areas, which unibersity demonstrate either past effects or ongoing processes; ideally both previously glaciated and presently glaciated areas should essx visited.
Equally, the students experience ian in a series of varied environments university the three years — Peak District, North Wales, Scotland and the Alps Ecrins National Park. Shaping ian Outdoor Profession huberstone Physical performance content This is another area which is dealt with in different ways and to different extents across the HE sector, usually related to the type of department within which the degree is based.
Some, humbwrstone in an outdoor subject university which is not linked to a Humberstobe or Physical Education group, are often averse to an overt unviersity science content due to its competitive connotations. However, humbersyone is to ignore valuable knowledge which can be used to improve outdoor instructional ability.
Universiyy knowledge of common sports injuries can for example enable a kayak or ski instructor to teach best practice which will minimise essex. Equally, a knowledge of how glucose stores are replenished in the body may enable a group leader on a mountain expedition to ensure that the whole group completes the week university.
This is relatively straight forward universuty MMU Cheshire, as the programme team includes a lecturer who has taught sport science. However, for the department which lacks these lecturing skills, the specialist courses run by the various NGBs and the National Coaching Foundation could be used for this input. Teaching and learning All successful outdoor degrees are inherently committed to experiential learning, by linking practical experience, and demonstrating the importance of correct utilisation of the learning cycle below.
Inevitably in an Outdoor degree there must be an element of training to ensure that good practice is included in order to minimise risk both essex individual performance and any future instructing work. Assessment The subject area lends itself to the development of a varied range of assessment methods, beyond the standard essay format.
A variety of assignment types enable students, who frequently have not been able to demonstrate their full range of abilities in secondary education, to do so at degree level. A contentious issue univerity occurs in all outdoor degrees relates to the balance between practical skill assessment and academic assessment. Equally, how can grades be given where a safety issue is involved — ian example the ability to belay a climbing partner? One option is to use a pass or fail system for practical assignments, but this can be problematical for a humberstone data system to handle!
The future There are many reasons to be optimistic about the future for outdoor provision. Adventure activities have never been more popular with the general public, particularly those activities which are universkty easy to access, leading to increased opportunities for those who wish to make a living within that part of the industry. Equally, the rapidly deteriorating public health situation regarding diabetes and obesity amongst ian people, with its roots in lack of exercise and poor nutrition, demands and is likely to reward a response from the outdoor industry.
He is responsible for the admissions process relating to our MSc and BSc Occupational Therapy programmes, and is also the course administrator for our Higher Apprenticeship in Nursing and Return to Nursing programmes. For more information, please contact Ian Humberstone on [email protected or.
HEE will also pay for the course for returnees as well as contribute to placement costs. Please take a look at our page of frequently asked questions FAQs. Want to know more about Returning to Practice as a nurse? Take a look at our page of FAQs. Applications for Return to Practice programmes should be made directly to the named person at this university above.
They can tell you more about their course and which local trusts provide the clinical placements. Skip to main content.