Ewch i’r prif gynnwys
 Loretta Newman-Ford

Loretta Newman-Ford

Bennaeth Datblygu Addysg

Trosolwg

Cyfrifoldebau’r rôl

A minnau’n Bennaeth Datblygu Addysg, rwy'n bennaf gyfrifol am ddarparu gwasanaethau datblygu addysg ac (ail)ddylunio’r cwricwlwm ar draws y brifysgol a’u datblygu’n barhaus. Y nod yw codi proffil dysgu ac addysgu a rhagoriaeth addysgeg, meithrin gallu ar gyfer arfer da wrth ddatblygu a chyflwyno'r cwricwlwm, a chefnogi arloesedd mewn addysg.


Gwaith allweddol/arbenigeddau

  • Rheoli'r Tîm Datblygu Addysg, sy'n cynnwys arbenigwyr datblygu'r cwricwlwm a thîm o staff sy'n cydlynu ac yn cyflwyno Rhaglenni Cymrodoriaeth Caerdydd a achredir gan Advanced HE.
  • Arweinydd Busnes ar gyfer y Prosiect Datblygu Addysg, un o un ar ddeg o brosiectau portffolio strategol, a goruchwylio tri phrosiect arall.
  • Cyd-arwain y gwaith o gynllunio a chyflwyno rhaglen flynyddol yr Academi o ddigwyddiadau DPP dysgu ac addysgu
  • Aelod o Uwch-dîm Rheoli'r Academi, yn llunio dulliau a gwasanaethau'r Academi mewn ymateb i flaenoriaethau sefydliadol a strategol.

Bywgraffiad

Dechreuodd Loretta ei gyrfa yn addysg uwch yn 2006 yn ymchwilio i ystod o themâu sy'n gysylltiedig â phrofiad myfyrwyr. Roedd hyn yn cynnwys dysgu dilys a thrwy brofiad, cyflogadwyedd ac ymgysylltu. Ers hynny, mae Loretta wedi bod mewn sawl rôl ym meysydd dysgu, addysgu a phrofiad myfyrwyr gan gynnwys Swyddog Cadw Myfyrwyr, Technolegydd Dysgu ac Arbenigwr Datblygu Academaidd. A hithau’n Arbenigwr Datblygu Academaidd, arweiniodd Loretta ystod o weithgareddau dysgu ac addysgu ar lefel sefydliadol. Nod y rhain oedd gwella arferion addysgu ar draws pob rhan o'r Brifysgol i wella profiad dysgu a chyflawniad y myfyrwyr, gan gynnwys:

  • prosiect pontio amgylchedd dysgu rhithwir sefydliadol, a enillodd Wobr yr Is-Ganghellor;
  • datblygu a gweithredu polisïau a dulliau newydd ar gyfer asesu ac adborth electronig yn ogystal ag ymgysylltu â myfyrwyr;
  • prosiect i gynllunio ac integreiddio cyfres newydd o rinweddau graddedigion ym mhob cwricwlwm academaidd;
  • rhaglen ymsefydlu ar ei newydd wedd, dan arweiniad academaidd ac sy'n rhoi’r myfyriwr yn gyntaf.
  • datblygu a gweithredu teclyn hunanarfarnu addysg ar gyfer datblygu cynaliadwy, yn ogystal â rhaglen DPP cysylltiedig.
  • creu a chyflwyno adnodd tiwtora personol ar-lein ar gyfer staff, a digwyddiadau datblygu staff cysylltiedig i greu cysondeb ac arferion gorau mewn hyfforddiant personol.
  • dylunio a chyflwyno gweithgareddau, digwyddiadau ac adnoddau datblygiad proffesiynol ar gyfer staff academaidd a'r rhai sy'n cefnogi dysgu ac addysgu ar draws ystod o themâu sy'n ymwneud â dysgu, addysgu ac asesu. Roedd hyn yn cynnwys Tystysgrif Ôl-raddedig ar gyfer gweithdai Addysgu mewn Addysg Uwch.
  • Y Cynllun Cymrodoriaethau Addysgu Cenedlaethol mewnol a’r Wobr Gydweithredol am Ragoriaeth Addysgu

Mae hi hefyd wedi bod yn banelydd ar gyfer digwyddiadau dilysu ac ail-ddilysu ac mae wedi arwain a/neu gyfrannu at gyfres o brosiectau a mentrau cenedlaethol a gynlluniwyd i godi proffil ac ansawdd dysgu ac addysgu.


Mae Loretta yn Uwch-gymrawd o Advance AU, mae ganddi Dystysgrif Ôl-raddedig Addysgu mewn Addysg Uwch, cymhwyster ôl-raddedig mewn Mentora a Hyfforddi, ac mae'n hwylusydd Setiau Dysgu Gweithredol cymwys. Mae wedi cyhoeddi ystod eang o bapurau, erthyglau a phenodau llyfrau ar draws nifer o themâu dysgu ac addysgu, yn ogystal â chyd-ysgrifennu Cyngor a Chanllawiau Asiantaeth Sicrhau Ansawdd y DU gyfer Asesu Codau Ansawdd y DU 2018.


Ymunodd Loretta â Phrifysgol Caerdydd yn 2019, ac ar hyn o bryd mae'n Bennaeth Datblygu Addysg yn yr Academi Dysgu ac Addysgu. Mae’n gyfrifol am oruchwylio gweithgareddau datblygu academaidd a arweinir gan yr Academi ac (ail)ddylunio’r cwricwlwm.

Penodau mewn llyfrau

  • Newman-Ford, L., Leslie, S. a Tangney, S. (2020), "The Development of an Education for Sustainable Development Self-Evaluation Tool to Support Staff and Student Development", Sengupta, E., Blessinger, P. ac Yamin, T.S. (Gol.) Introduction to Sustainable Development Leadership and Strategies in Higher Education (Innovations in Higher Education Teaching and Learning, Cyf. 22), Emerald Publishing Limited, Bingley, tt. 117-133.
  • Newman-Ford, L.E. (2018) Managing and Setting Expectations in Matheson, R., Tangney, S., a Sutcliffe, M. (eds.) Transition in, Through and Out of Higher Education: International Case Studies and Best Practice, Llundain: Taylor a Francis, tt.49-81.

Erthyglau mewn Cyfnodolion

  • Tangney, S., Newman-Ford, L.E. a Leslie, S. (2019) How Internationalised Is Your Curriculum? A Reflective Tool Aimed at Enhancing Students' Intercultural Understanding, Innovations in Education and Teaching International, 55(6), tt.640-649.
  • Kerrigan, M., Walker, S., Gamble, M., Lindsay, S., Reader, K., Papaefthimiou, M., Newman-Ford, L., Clements, M. a Saunders, G. (2012) The Making Assessment Count (MAC) Consortium - Maximising Assessment and Feedback Design by Working Together, Research in Learning Technology, 19 (1), tt.43-56.
  • Newman-Ford, L.E., Lloyd, S., and Thomas, S (2010) Impacts of a Bursary and Attendance        Monitoring on the retention of widening participation students during the Early Years of Engineering, Technology and Mathematics Degree Courses. (Mewn print) Journal of Widening Participation and Lifelong Learning.
  • Newman-Ford, L.E. (2009), Work based learning at Glamorgan: raising skills and enrolments in engineering, Journal of the Engineering Education Scheme in Wales. Rhifyn 13, t.11.
  • Newman-Ford, L.E., Fitzgibbon, K., Lloyd, S., a Thomas, S. (2008) A large-scale investigation into the relationship between attendance and attainment: a study using an innovative, electronic attendance monitoring system. Studies in Higher Education, 33 (6), 699–717.
  • Newman-Ford, L.E., Lloyd, S., a Thomas, S. (2008) An investigation into the effects of gender, prior academic achievement, place of residence, age and attendance on first-year undergraduate attainment. Journal of Applied Research in Higher Education, 1 (1), 13–28.
  • Newman-Ford, L.E. (2008) Network75: Raising the skills and employability of undergraduate engineers. Journal of the Engineering Education Scheme in Wales. Rhifyn 12. t.16.
  • Newman-Ford, L.E, Lloyd, S., a Thomas, S. (2007) Evaluating the performance of engineering undergraduates who entered without A-level mathematics via a specialist six-week “bridging technology” programme. Journal of the Higher Education Academy Engineering subject Centre, 2, (2), 33–43.
  • Bowen, E., Newman-Ford, L.E, Lloyd, S., a Thomas, S. (2007) Engineering more Engineers - Bridging the Mathematics and Careers Advice Gap. Journal of the Higher Education Academy Engineering Subject Centre. 1 (2) 23-32.

Papurau cynadleddau

  • Leslie, S., Newman-Ford, L.E., a Hendy, J. (2018) Evaluating Student-Led Institutional Change Projects. The 15th Enhancement Conference: Evaluation, Evidence and Enhancement: Inspiring Staff & Students, Prifysgol Glasgow Caledonian.
  • Newman-Ford, L.E. a Sutcliffe, M. (2017) The Teaching Excellence Framework, Graduate Attributes and the capturing of Learning Gain, Advances in Management and Informatics Research and Enterprise Conference, Prifysgol Metropolitan Caerdydd.
  • Newman-Ford, L.E. (2016) Recording and developing professional competencies using e-portfolios. Cynhadledd yr Academi Addysg Uwch (HEA) Stretching your practice: How flexible can you be? Prifysgol Metropolitan Caerdydd.
  • Newman-Ford, L.E., Haldane, A. a Toole, T. (2013) Embedding the Work-Based Learning Maturity Toolkit in Wales, Future Directions, Future Directions for Skills and Employability, a joint Conference by the Higher Education Academy, the Quality Assurance Agency for Higher Education and the Higher Education Funding Council for Wales. Prifysgol De Cymru.
  • Saunders, G., Kerrigan, M., Reader, K., Papaefthimiou, M., Newman-Ford, L., Clements, M. a Saunders, G. (2013) The Making Assessment Count (MAC) framework: cross-institutional evaluation. ALT-C: Building New Cultures of Learning, Prifysgol Nottingham.
  • Newman-Ford, L.E.  (2013) A strategic and purposeful approach to developing good practice in Technology Enhanced Learning at Cardiff Metropolitan University. Quality Assurance Agency and the Higher Education Academy. Future Directions: Learning from the Review of Foundation Degrees in Wales Conference, Prifysgol De Cymru.
  • Kerrigan, M., Walker, S., Gamble, M., Lindsay, S., Reader, K., Papaefthimiou, M., Newman-Ford, L., Clements, M. a Saunders, G. (2012), Evaluation of a framework for action on feedback – Making Assessment Count. ALT-C: A confrontation with reality, Prifysgol Manceinion.
  • Kerrigan, M., Walker, S., Gamble, M., Lindsay, S., Reader, K., Papaefthimiou, M., Newman- Ford, L.E., Clements, M. a Saunders, G.  (2011) The Making Assessment Count (MAC) consortium–maximising assessment and feedback design by working together. Association of Learning Technologies Conference (ALT-C) 2011: Thriving in a colder and more challenging climate, Prifysgol Leeds.
  • Newman-Ford, L.E, Lloyd, S., Thomas, S. a Prior, J (2009) Electronic Attendance Monitoring: An academic perspective and a practical solution. Attendance Matters? Purpose, Policy and Practise. Prifysgol Southampton Solent.
  • Newman-Ford, L.E., a Hawker, S.L. (2007), Network75: A combined work and study route. CRAC: The Career Development Organisation, Swydd Warwick.

Erthyglau Academaidd

  • Newman-Ford, L.E. (2008) Improving the performance and progression of Business degree students using electronic attendance monitoring The Higher Education Academy Business, Management, Accountancy and Finance Magazine. Rhifyn 6, t.3-5.
  • Newman-Ford, L.E. (2007) Enhancing the employability of Business graduates: an EU -funded work placement programme. The Higher Education Academy Business, Management, Accountancy and Finance Magazine. Rhifyn 3, t.8-10.

Amrywiol

  • Newman-Ford, L.E. (2012) Developing a Professional Community Engagement Environment for Alumni, Case Study for the Joint Information Systems Committee.
  • HoneyBee: Evaluating Glamorgan’s Work-Based Learning Initiative (2009). A Guidebook of Best Practice in Work Based Learning for the Higher Education Academy (yn aros i’w gyhoeddi).

Supervision

Unedau Ymchwil