470
E. Michalopoulou et al.
and delivery, with colleagues drawn from the physical sciences (Chemistry), engineering (Computer Science), social sciences (Human Geography) and the humanities
(Archaeology).
The student voice was considered particularly important in developing the unit.
Between December 2018 and May 2019, as part of the Bristol Futures project, six
workshops attended by over 100 students were held. Overviews of the planned units
were shared with students across this consultation phase, and their comments and
suggestions were adapted within the final design of the units.
2.2 Hourly Paid Teachers
Bristol Futures Hourly Paid Teachers (HPTs) are an essential component of the
success of the SDU. Principles were established before HPTs were recruited, and all
principles were adhered to throughout the project delivery:
• HPTs should be paid at same rate for all work.
• HPTs should be paid for all training, meetings, facilitation (online/offline),
workshop delivery and workshop preparation.
• HPTs should tangibly benefit from the experience (e.g. experience serves as
evidence for recognised teaching accreditation schemes).
The authors agree with the growing consensus that HPTs are an underappreciated
afterthought of the realities of teaching in HE, and are often exploited (see, for
example, Husbands and Davies 2000; Carroll 2003; Dematagoda 2016; Hall and
Bowles 2016; Webster 2017). As such, it was an ethical principle to ensure that
HPTs were suitably supported and financially remunerated for their work. A high
rate of pay was selected for these roles to reflect the interdisciplinary complexities and
pedagogical challenges that the HPTs would encounter while teaching on these units.
The type of teaching on the optional units allowed the HPTs to expand their teaching
experience beyond their own subject, which would appeal to those with experience in
only one discipline, and especially those applying for teaching accreditation(s). Any
HPT embarking on an accreditation scheme was supported by the project staff as
required. Following the interdisciplinary character of the core teaching team, HPTs
appointed were drawn from numerous disciplines—including English Literature,
History, Politics and Sociology, Medical Science, and Engineering.
2.3 Digital Assets
The range of digital assets used on the unit includes Online Learning Environment
software provided by the institution as standard (e.g. Blackboard discussion boards,
interactive blogging platforms, multiple choice quiz templates) and non-standard
E. Michalopoulou et al.
and delivery, with colleagues drawn from the physical sciences (Chemistry), engineering (Computer Science), social sciences (Human Geography) and the humanities
(Archaeology).
The student voice was considered particularly important in developing the unit.
Between December 2018 and May 2019, as part of the Bristol Futures project, six
workshops attended by over 100 students were held. Overviews of the planned units
were shared with students across this consultation phase, and their comments and
suggestions were adapted within the final design of the units.
2.2 Hourly Paid Teachers
Bristol Futures Hourly Paid Teachers (HPTs) are an essential component of the
success of the SDU. Principles were established before HPTs were recruited, and all
principles were adhered to throughout the project delivery:
• HPTs should be paid at same rate for all work.
• HPTs should be paid for all training, meetings, facilitation (online/offline),
workshop delivery and workshop preparation.
• HPTs should tangibly benefit from the experience (e.g. experience serves as
evidence for recognised teaching accreditation schemes).
The authors agree with the growing consensus that HPTs are an underappreciated
afterthought of the realities of teaching in HE, and are often exploited (see, for
example, Husbands and Davies 2000; Carroll 2003; Dematagoda 2016; Hall and
Bowles 2016; Webster 2017). As such, it was an ethical principle to ensure that
HPTs were suitably supported and financially remunerated for their work. A high
rate of pay was selected for these roles to reflect the interdisciplinary complexities and
pedagogical challenges that the HPTs would encounter while teaching on these units.
The type of teaching on the optional units allowed the HPTs to expand their teaching
experience beyond their own subject, which would appeal to those with experience in
only one discipline, and especially those applying for teaching accreditation(s). Any
HPT embarking on an accreditation scheme was supported by the project staff as
required. Following the interdisciplinary character of the core teaching team, HPTs
appointed were drawn from numerous disciplines—including English Literature,
History, Politics and Sociology, Medical Science, and Engineering.
2.3 Digital Assets
The range of digital assets used on the unit includes Online Learning Environment
software provided by the institution as standard (e.g. Blackboard discussion boards,
interactive blogging platforms, multiple choice quiz templates) and non-standard