I worked closely in a team to teach academic core skills across a range of workshops and courses aimed to improve students ability to communicate scientific principles, empirical research and other academic genres effectively.

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The CIS courses are integrated into the students' Bachelors and Masters courses at various points so that there is consistent support in academic writing and communication throughout their trajectories. 

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I was active in teaching academic writing, reading, academic presentation techniques and critical thinking. I also contributed to staff meetings on creating interactive and engaging activities and workgroup sessions both face to face courses and to switch to online blended learning programmes.

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Taught Medical and Bio-Medical courses to support learning in scientific writing, presenting academically and referencing.

 

Taught a range of skills integrated into the main courses is designed to support students to:

 

• Recognize the scientific register and apply in English assignments

• Engage with other genres to communicate scientific outcomes such as journalistic articles or videos or policy papers

• Give effective scientific presentations 

• Provide regular structured peer review

• Gain a sense of critical awareness in their use of language and cite academic sources appropriately

My work was focused on:

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• Marking short scientific papers and longer substantive scientific thesis at Bachelors and Masters  level

• Managing competing workloads in teaching and marking as well as supporting materials development of courses

• Providing one to one tutorials support students in their general development of academic skills as well as specific thesis related issues. 

• Using online teaching tools such as Turnitin, Kultura and Blackboard

• Engaging with students to resolve issues in their course and assignment feedback

• Working to time-pressured deadlines to meet teaching and grading schedules.

• Supporting staff in the team by taking over work when needed

August 2020 - February 2021

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This special issue is a collection of papers written by and with refugee women based in Kuala Lumpur, Malaysia, with a foreword from Associate Professor Nergis Canefa at Center for Refugee Studies in York University, Canada. Our final contribution is visual rather than written and aims to highlight the spaces, actions and voices of refugee communities without emphasizing a victimhood narrative or imagery. All contributors to this project were participants in a doctoral participatory action research (PAR) project in Kuala Lumpur, Malaysia. In this issue we explore what inclusive publishing might look like and rather than speak for refugee communities, we can instead speak together.

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Read the Issue here.

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September 2019-December 2019

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Taught 1st Year undergraduate students academic skills with emphasis on argumentative structure, critical thinking, reflection and academic reading and writing skills. 

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The course drew on Global History concepts and theories and centred around the great divergence debate.

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My duties focused on teaching, lesson planning to include interactive and reflective activities, marking of 1st Year essays and finalising grades (checking for originality) via Turnitin and Blackboard. 

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21st February 2020

 

I hosted a workshop to support a former participant in my PhD fieldwork. Muhammad Noor is the leader of the Rohingya Project, which uses concepts of digital identity to create an online financial empowerment platform for stateless Rohingya. 

 

The workshop aimed to create a space for collaboration and focus discussions on practical outcomes and building partnerships between the Rohingya Project and academic institutions & researchers, NGOs and legal clinics. 

 

The sessions were divided into the projects conducted by the Rohingya Project

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Session 1: Rohingya Memory & Archiving
 

Session 2: Rohingya Statelessness & Digital Identity 
 

Session 3: Rohingya (Social) Enterprise 

September 2019- February 2020

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Taught private sessions for business English at a Horticultural journal, Leiden. Sessions were tailored to student needs related to linguistic, business interaction and journalism communication.   

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Taught private session to support Assistant Professor to take the speaking exam for and achieve University Teaching Qualification (BKO). 

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Created sessions according to students needs and self-directed learning objectives.

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