Adam Tate
Senior Lecturer in Curriculum and Assessment (Creative arts and writing; Education; History, heritage and archaeology; Human society; Indigenous studies; Language, communication and culture; Law and legal studies; Philosophy and religious studies; Educational administration, management and leadership; Other education not elsewhere classified; Secondary education; Sociology of education; Teacher education and professional development of educators; Education policy; Continuing and community education; Education systems not elsewhere classified; Higher education; Vocational education and training curriculum and pedagogy; Gender, sexuality and education; Comparative and cross-cultural education; Education assessment and evaluation; Poststructuralism; Environment policy; Public policy; Social policy; Arts and cultural policy; Crime policy; Comparative government and politics; Political theory and political philosophy; Social change; Humanities and social sciences curriculum and pedagogy (excl. economics, business and management); Human geography not elsewhere classified; Physical geography and environmental geoscience not elsewhere classified; Cultural geography)
Nottingham
Adam is a Senior Lecturer in Curriculum and Assessment at Arden University, where he leads the development of formative assessment and feedback, and works to enhance curriculum and assessment design. Prior to that he was a Senior Lecturer in Academic Practice and was the Course Leader for NTU's Academic Professional Apprenticeship / Postgraduate Certificate of Learning & Teaching in Higher Education. His PhD looks at how full-time undergraduate students' behaviours and practices are influenced and shaped by universities as an extension of the soft power of the State. He has been an Associate Lecturer at Oxford Brookes University in the Oxford Centre for Staff and Learning Development.
Publications
- A Pilot Study of Becoming a full-time undergraduate university student: the impact of affective influences on student behaviours in the current Higher Education context (0063)
- Academic Professional Apprenticeship Session Observation Form
- Teaching Specialist Codes for the Written Submission of the Academic Professional Apprenticeship
- A changing demand in the skills and knowledge of trainee performing arts teachers: from the physical to the virtual world
- How is a ‘good’ student shaped, and what is a ‘good’ student anyway?
- APPA Marking Sheet
- A changing demand in the skills and knowledge of trainee performing arts teachers: from the physical to the virtual world
- Engaging and empowering early career academics through Curriculum Design
- Talking about Active Learning with Early Career Academics
- CPD Planning - the values in it
- APA/PGCLTHE: A Framework for Building a community of Early Career Academics
- Bringing Communities Together
- What is all the hype about the KSVBs?
- APA Professional Conversation Preparation
- Early Career Academic Identity Student or Teacher or somewhere in between
- Practice Professional Conversation Question Prompt Sheet
- Process Map for Quality Assurance of Progress Review Meetings for Apprenticeship Provision
- Fahr's Disease: A patient perspective of presentation and clinical expectations
- Changing Times, Changing Spaces, Changing Academics
- A nudge for positive behaviours: digital nudging in higher education
- The Active Learning Journey of Designing a Short Course
- A rise in digital nudging for positive student behaviours
- Immersed in the Transitioning Higher Education Sector: The Impact of Transitions in the Higher Education Sector in England on Staff and Students
- Including LGBTQ+ early career higher education staff: learning from the policy and practice for supporting LGBTQ+ students
- Reclaiming Initial Teacher Education in universities: Moving beyond a technicist model
- Using intelligent agents in virtual learning environments
- Being a ‘model’ student: the impact of affective influences on full-time undergraduate student behaviours and practices in the current Higher Education context in England
- Access & Participation Plans: What do they tell us about Social Mobility?
- Using an ongoing formative feedback approach to support early career academics make progress towards their end point assessment
- Ensuring quality decision in LGBTQ+ inclusion at NTU
- How do we include LGBTQ+ Early Career Higher Education Staff: Lessons learnt from policy and practices of supporting LGBTQ+ Students
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Co-workers & collaborators
- BF
Bianca Fox
Senior Lecturer
- SC
Sandy Cope
- RM
Ruth Massie
- SB
Sue Beckingham
- NW
Neil Withnell
Associate Dean Academic Student Experience - Salford UK
- AB
Amit Batla