TY - CHAP
T1 - More than mere context: the role of former practitioners in surveying education
AU - Walsh, Emily
PY - 2023/8/1
Y1 - 2023/8/1
N2 - The inclusion of former practitioners in Higher Education is not unusual, particularly in ‘vocational’ subjects such as law, medicine, journalism, and social work. In some instances, these former practitioners are training students to enter the professional world that they have vacated, taking on similar roles. In others, former practitioners from a range of disciplines, come together within a department to teach different aspects of the curriculum. In this chapter, I consider how my experience as a commercial real estate solicitor impacted my approach to teaching and assessing students studying undergraduate surveying degrees. In so doing, I place my approach to teaching within the context of the broader literature on interdisciplinary pedagogy. I further consider how the lens of my professional practice, and that of other former practitioners from a range of disciplines, combine to contextualise learning. I examine the extent to which the values and skills intrinsic to those from a practitioner background not only situate the curriculum within the ‘real world’ but introduce additional elements to it.
AB - The inclusion of former practitioners in Higher Education is not unusual, particularly in ‘vocational’ subjects such as law, medicine, journalism, and social work. In some instances, these former practitioners are training students to enter the professional world that they have vacated, taking on similar roles. In others, former practitioners from a range of disciplines, come together within a department to teach different aspects of the curriculum. In this chapter, I consider how my experience as a commercial real estate solicitor impacted my approach to teaching and assessing students studying undergraduate surveying degrees. In so doing, I place my approach to teaching within the context of the broader literature on interdisciplinary pedagogy. I further consider how the lens of my professional practice, and that of other former practitioners from a range of disciplines, combine to contextualise learning. I examine the extent to which the values and skills intrinsic to those from a practitioner background not only situate the curriculum within the ‘real world’ but introduce additional elements to it.
KW - legal practice
KW - clinical legal education
KW - autonomy
KW - values
KW - ethical practice
KW - applied learning
KW - authentic assessment
KW - practice-informed teaching
KW - dignity
KW - paternalism
KW - lawyers
U2 - 10.1007/978-3-031-33746-8_16
DO - 10.1007/978-3-031-33746-8_16
M3 - Chapter (peer-reviewed)
SN - 9783031337451
SN - 9783031337482
T3 - Knowledge Studies in Higher Education
SP - 229
EP - 240
BT - Professional Development for Practitioners in Academia
A2 - Dickinson, Jill
A2 - Griffiths, Teri-Lisa
PB - Springer
ER -