Current role
 I am a lecturer in CAPLE where I contribute to the Postgraduate Certificate in Advanced Academic Studies. I teach on the core Teaching, Learning & Assessment within the Disciplines module and Academic Writing. I supervise Independent Enquiry projects in the areas of problem-based learning, academic and learner identities, internationalisation, HE policy, issues in professional practice and the teaching of ethics. |
I give workshops on academic writing and communication skills for postgraduate students, contribute to the department's provision for graduate teaching assistants and co-ordinate CAPLE's research student workshop programme.
In terms of other activities, I sit on the University Ethics Committee, and convene the University's Ethics Reading Group (last Thursday of every month, in CAPLE). Please contact me to request readings - all staff and PGR students are welcome. Also, since 2008 I have been a member of the SEDA Papers Committee (see http://seda.ac.uk/publications.htm). I am happy to hear of topical suggestions that colleagues might wish to propose for publication. I am also an Associate Editor for the International Journal for Academic Development.
I am the primary departmental contact for the Faculty of Humanities, Arts and Social Sciences, and am happy to see staff and students individually to discuss learning and teaching issues.
Publications
Smith, J., (2011), Beyond evaluative studies: perceptions of teaching qualifications from probationary lecturers in the
Smith, J., (2010), Academic identities for the twenty-first century (Conference review essay). Teaching in Higher Education, 15, (6), 721-727.
Smith, J., (2010), Forging identities: the experiences of probationary lecturers in the UK, Studies in Higher Education, 35, (5), 577-591.
Mitchell, J., Canavan, B. and Smith, J. (in press), Problem Based Learning in Communication Systems: Student Perceptions and Achievement, IEEE Transactions on Education, 53 (4), 587-594.
Smith, J., (2009), Threshold concepts and disciplinary thinking: a useful tool for every context? SEDA Annual Conference, Birmingham, November.
Smith, J. and Sinclair, C., (2008), Evaluating Impact: Troubling orthodox methods, SEDA Annual Conference, Birmingham, November.
Smith, J., (2008), Forging identities: the liminal spaces of new academics, Academic Identities in Crisis Conference, UCLan, Preston, September
Smith, J., (2008), " I don't know yet..." Exploring the liminal space of becoming academic. 2nd Threshold Concepts Symposium, Kingston, Ontario, June.
Mitchell, J. and Smith, J., (2008), A case study of the introduction of problem based learning in electronic engineering, International Journal of Electrical Engineering Education, 45, (2), 131-143.
Flanagan, M. and Smith, J., (2008), From playing to understanding: the transformative potential of discourse versus syntax in learning to program in Land, R., Meyer, J.H.F. and Smith, J., (eds), Threshold Concepts within the Disciplines, Rotterdam: Sense Publishers.
Kenyon, A.J., Mitchell, J. and Smith, J., (2007), Introducing problem based learning in electronic and electrical engineering, Journal of Materials Education, 29, (1-2), 79-86.
Flanagan, M. and Smith, J., (2006), Threshold concepts: troublesome topographies for the Google generation. SRHE Annual Conference, Brighton, December.
Smith, J., (2006), Threshold concepts, liminality and academic identities: Some methodological issues in educational development research. SRHE Postgraduate & Newer Researchers Conference, Brighton, December.
Conole, G., Smith, J. and White, S., (2006), A critique of the impact of policy and funding in Conole, G. and Oliver, M. (eds), Contemporary Perspectives in E-Learning Research: Themes, Tensions and Impact on Practice, London: Routledge.
Flanagan, M.T. and Smith, J., (2006), From playing to understanding: The transformative potential of discourse versus syntax in learning to program, Threshold Concepts within the Disciplines Symposium, Glasgow, August-September.
Smith, J., (2006), Lost in translation: Staff and students negotiating liminal spaces. SEDA Spring Conference, Liverpool, June.
Smith, J., (2005), From Flowers to Palms: 40 years of policy for online learning, Association for Learning Technology Journal, 13, (2), 93-108.
Smith, J. and Oliver, M., (2005), Exploring behaviour in the online environment: Student perceptions of information literacy, Association for Learning Technology Journal, 13, (1), 49-65.
Mitchell, J., Smith, J. and Kenyon, A.J., (2005), "It's not for lazy students like me..." International Journal of Electrical Engineering Education, 42, (1), 41-51.
Smith, J. and Oliver, M., (2004), Why students can't use online resources. Shock of the Old 4 Conference, Oxford.
Mitchell, J., Smith, J. and Kenyon, A.J., (2004), It's not for lazy students like me Proceedings of EE2004, Innovation, Good Practice and Research in Engineering Education, Wolverhampton.
Bostock, S., Bailey, P. and Smith, J., (2003), Values in the ELT Programmes: Their Role and Assessment. Proceedings of SEDA Annual Conference, Birmingham.
Hall, J., Smith, J. and Yorke, J., (2003), Practitioner Networks to Support Academic Development. Proceedings of SEDA/SRHE Scholarship of Academic and Staff Development Conference, Bristol.
Harvey, J., Oliver, M. and Smith, J., (2002), Towards effective practitioner evaluation: An exploration of issues relating to skills, motivation and evidence. Educational Technology and Society, 5, (3), 3-10.
Bailey, P., Beetham, H., Conole, G., Harvey, J., Smith, J. and Warren, A., (2001), Six small steps to nirvana: pathways for supporting the embedding of learning technologies. Proceedings of ALT-C 2001, Edinburgh.
Davis, M. and Smith, J., (2001), Violence in schools: resources on the net. Proceedings of ALT-C 2001, Edinburgh.
Smith, J. and Oliver, M., (2000), Academic development: A framework for embedding learning technology. International Journal for Academic Development, 5, (2),129-137.
Smith, J. and Cumpson, I., (2000), Thoughtful design widens access. Proceedings of ALT-C 2000, Manchester.
Smith, J., (2000), FOCUS on technology-supported learning in further education, Association for Learning Technology Journal, 8, (3), 87-95.
Smith, J., (2000), Getting web-based teaching and learning in FOCUS. Proceedings of IT in FE Conference, Staffordshire University.
Francis, G. and Smith, J., (1999), Delivering GNVQ IT using resource-based learning techniques. Proceedings of IT in FE Conference, Staffordshire University.
Background
Prior to coming to Strathclyde in September 2005, I worked in the Department of Electronic and Electrical Engineering at University College London, on a project to introduce problem-based learning into the curriculum, and before that at the University of London's External Programme and the University of North London, co-ordinating educational development activities and resources for online learning.
Prior to these roles, I taught information technology in further education.