Ms Elizabeth Stevenson

Senior Lecturer

Email address: E.A.Stevenson@wlv.ac.uk Phone number: 01902 518886 Location: Walsall Faculty: Faculty of Education Health and Wellbeing School/Institute: Institute of Health Professions Areas of expertise: Learning and Teaching (adult) Professional Education Enquiry Based Learning.

About

I am a senior lecturer with over 20 years’ experience. I am a registered nurse (adult nursing) and specialist community nurse (district nursing). Learning and teaching have always been central to my professional career, a career that has evolved into one whose aim is to help practitioners to maximise their learning in order to develop personally as well as professionally. I am currently undertaking an Educational Doctorate at the School of Education, University of Birmingham.

I am a Learning and Teaching Catalyst for the Institute of Health. This is a newly established role created to support the development, enhancement and quality of learning and teaching across the Institute and Faculty. As a catalyst I work alongside colleagues to support pedagogical advancement in relation to learning, teaching, assessment, feedback and feed forward. Promotion of excellence in learning and teaching is fundamental to my role in aiming to enhance the quality of student learning and in maximising opportunities for staff development within the Institute. Within my role as catalyst I have recently instigated a new initiative: a Community of Practice (CoP) for newly appointed lecturers. The CoP enables those who are new to teaching or new to the Faculty to come together in an informal but structured environment to share common experiences in a forum that is collegiate and developmental where pedagogic practice can be explored. The CoP is an excellent environment in which to network.

I am course lead to the Nursing and Midwifery Council (NMC) approved Post Graduate Certificate in Education for Health Social Care and Allied Professionals. I have successfully led two conjoint revalidations of this course since its initial development. The course prepares experienced health and allied professionals for professional teaching practice within the higher education or professional practice setting where teaching is fundamental to their role.

My role within the Institute of Education has also included working with graduate teaching assistants (GTAs) and other post compulsory PGCE students.

I am currently undertaking doctoral studies at the University of Birmingham. The focus of my research is enquiry based learning. My current research interests focus upon adult learning and in particular enquiry based learning (EBL) as a transformational pedagogy. EBL is an emerging pedagogy that is gaining increasing popularity in higher education. My current research focuses on how EBL is situated within the current context of post graduate provision and continuing professional development (CPD) where there is a general understanding that learners should aim to be independent and self-directed. As such there is now a greater emphasis on enhancing the quality of the learning experience with students increasingly viewed as active participants in the learning process. EBL is reported to foster independence, self-direction, creativity and problem solving; qualities that are correspondent with postgraduate requirements. At the onset of my studies I was reliably informed that a doctorate requires a lot of reading and accordingly I seem to have done a lot of that. But of one thing I can be certain, the more I read the less I know. However, I take comfort from the American playwright James Thurber who once said “it is better to know some of the questions than all of the answers”. I am a member of the Institute of Education Readers and Writers Research Cluster Group and have written a chapter in a forthcoming book published by Routledge entitled Identity and Autonomy in Lifelong Education. 

Research interests

My current research interests focus upon adult learning and in particular enquiry based learning (EBL) as a transformational pedagogy. EBL is an emerging pedagogy that is gaining increasing popularity in higher education. My current research focuses on how EBL is situated within the current context of post graduate provision and continuing professional development (CPD) where there is a general understanding that learners should aim to be independent and self-directed. As such there is now a greater emphasis on enhancing the quality of the learning experience with students increasingly viewed as active participants in the learning process. EBL is reported to foster independence, self-direction, creativity and problem solving; qualities that are correspondent with postgraduate requirements.

At the onset of my studies I was reliably informed that a doctorate requires a lot of reading and accordingly I seem to have done a lot of that. But of one thing I can be certain, the more I read the less I know. However, I take comfort from the American playwright James Thurber who once said “it is better to know some of the questions than all of the answers”.

I am a member of the Institute of Education Readers and Writers Research Cluster Group.

 

 

Membership of professional bodies

Senior Fellow of the Higher Education Academy

Royal College of Nursing

Nursing and Midwifery Council

Qualifications

Academic Qualifications

 

  • Senior Fellow Higher Education Academy - 2016
  • Currently studying Ed D Learning and Learning Contexts, University of Birmingham since 2013
  • MSc Primary Health Care Policy and Management. University of Birmingham, Health Services Management Centre. Park House Edgbaston Birmingham - 2002
  • BSc Education Studies (Nursing) University of Wolverhampton. School of Education. Gorway Road, Walsall - 1995
  • Diploma in Professional Studies in Nursing/Community Health Nursing - 1992

 

Professional qualifications and registrations 

 

  • Registered Nurse
  • Specialist Practitioner District Nursing
  • Lecturer / Practice Educator
  • PIN No: 81C3229E Professional
  • Register Entry: Registered Nurse Adult, Specialist Practitioner District Nursing
  • Lecturer / Practice Educator

 

 

Publications

2017 Forthcoming Chapter New Book Proposal: Identity and Autonomy in Lifelong Education: Routledge

Stevenson, E. (2016) Enquiry based learning; plasticity, metamorphosis and transformation. Conference Paper. University of Birmingham.

Sherwin, S. & Stevenson, L. (2011) Assessing the Learning Needs of Students. British Journal of School Nursing. Vol 6 (1) 350-353

Sherwin, S. & Stevenson, L. (2010) Development of the Role of the Practice Teacher British Journal of School Nursing. Vol 5 (7) 350-352

Sherwin, S. & Stevenson, L. (2010) Creating an Optimum Environment for Learning.

British Journal of School Nursing. Vol 5 (9) 350-352

Conference Presentations:

Stevenson, E (2017) Enquiry based learning; plasticity, metamorphosis and transformation. Conference Paper. University of WarwickAnnual Interdisciplinary Post Graduate Conference

Stevenson, E. (2016) Enquiry based learning; plasticity, metamorphosis and transformation.  Conference Paper. University of Birmingham

 

Previous professional experience

Academic Experience

Learning and Teaching Catalyst - 2016-2018

Course Lead

  • PG Cert Ed ( NMC Teacher Course) for Health, Social Care and Allied Professionals
  • Practice Teacher Programme
  • Various Modules within SHAW

Key Developer Bespoke District Nursing Leadership Programme - 2016

Programme Leader - September 2007:

 

  • Post Graduate Certificate in Education for Healthcare Practitioners (M Level)
  • Post Graduate Diploma in Education for Healthcare Professionals (M Level)
  • Bespoke Staff Nurse Development Programme

 

External Examiner Posts

 

  • University of Surrey
  • University of Worcester

 

 

Further information

I am interested in the work of the following contemporary continental philosophers and key educationalists:

  • Martin Heidegger                   
  • Hans Georg Gadamer
  • Jacques Derrida                     
  • Catherine Malabou
  • Jack Mezirow
  • Knud Illeris

And I am keen to hear from anyone with similar or related research or reading interests.