Papers by Elizabeth Tomos
This work was first exhibited as part of 'Sevenfold' the final show of the 2016 MA in Fin... more This work was first exhibited as part of 'Sevenfold' the final show of the 2016 MA in Fine Art at the University of Northampton. The exhibition comprised a 6-day long performance using a handbuilt screen printing machine that works based feeding 10m of calico in a never-ending loop. Due to the fact that the machine is so large, it is a struggle to print manually, in addition, the ‘snap’ of the machine is set to exacerbate the vulnerability of the print to changes in pressure. Over the course of the performance, marks build up on the paper in process yellow, magenta, and cyan. As the colours are overlayed, the fabric is recording the artist's success (or failure) in maintaining sufficient pressure. This performance is about the print process itself both making use of its iterative nature but also rendering this capacity for reproduction pointless by the cyclical nature of the machine and the inability to create the same mark more than once. The performance is very long (6...
Four MA Fine Art students from the University of Northampton have raised the funds they need to b... more Four MA Fine Art students from the University of Northampton have raised the funds they need to be able to publish their own art book that will now be housed in the special collections library at the TATE Britain.
The research which underpins this paper began as a doctoral project exploring archaic beliefs con... more The research which underpins this paper began as a doctoral project exploring archaic beliefs concerning Otherworlds and Thin Places in two particular landscapes - the West Coast of Wales and the West Coast of Ireland. A Thin Place is an ancient Celtic Christian term used to describe a marginal, liminal realm, beyond everyday human experience and perception, where mortals could pass into the Otherworld more readily, or make contact with those in the Otherworld more willingly. To encounter a Thin Place in ancient folklore was significant because it engendered a state of alertness, an awakening to what the theologian John O’ Donohue (2004: 49) called “the primal affection.” These complex notions and terms will be further explored in this paper in relation to Education. Thin Teaching is a pedagogical approach which offers students the space to ruminate on the possibility that their existence can be more and can mean more than the categories they believed they belonged to or felt they s...
This was part of a Santander funded research project between 4 MA students and 2 staff at the Uni... more This was part of a Santander funded research project between 4 MA students and 2 staff at the University of Northampton. A boxset of 4 prints, 1 per student contributer was created for sale as part of a 'launch' of the project. Proceeds went to funding the research project
The University of Northampton has taken an institutional approach to learning and teaching throug... more The University of Northampton has taken an institutional approach to learning and teaching through the widespread adoption of Active Blended Learning (ABL) as its new ‘normal’. To find out more please visit: https://www.northampton.ac.uk/ilt/current-projects/waterside-readiness/ However, student engagement has been highly variable, which has created a number of challenges for staff. Semi-structured qualitative focus groups have been undertaken with 201 undergraduate students across all the year groups and faculties during the academic year 16/17 based on a pilot study of 24 students in academic year 15/16. These focus groups have been looking at trying to uncover the students own perceptions and experiences of ABL in order to unpick the reasons behind varying patterns and engagements and to glean student insight into the factors that inhibit or encourage engagement with ABL. The study has revealed a number of key factors which students identify as having a significant impact on thei...
The University of Northampton has taken an institutional approach to learning and teaching throug... more The University of Northampton has taken an institutional approach to learning and teaching through the widespread adoption of Active Blended Learning (ABL) as its new ‘normal’. To find out more please visit: https://www.northampton.ac.uk/ilt/current-projects/waterside-readiness/ However, student engagement has been highly variable, which has created a number of challenges for staff. Semi-structured qualitative focus groups have been undertaken with 201 undergraduate students across all the year groups and faculties during the academic year 16/17 based on a pilot study of 24 students in academic year 15/16. These focus groups have been looking at trying to uncover the students own perceptions and experiences of ABL in order to unpick the reasons behind varying patterns and engagements and to glean student insight into the factors that inhibit or encourage engagement with ABL. The study has revealed a number of key factors which students identify as having a significant impact on their engagement. Key success factors include effective pedagogical design, in particular establishing a clear and explicit relationship between online and face to face components of modules, and scaffolding the development of digital skills and literacies in the process of establishing online tasks. A strong relationship between staff and students is also critical, where students trust in the decisions and motivations of staff. This is signalled by following up on online tasks, providing feedback where relevant, and explicitly discussing the value of online tasks to module learning outcomes and employability skills. A key finding is that students’ conceptions of learning, teaching & knowledge impact on their engagement with ABL, and are not necessarily compatible with ABL principles. These factors are complex, interdependent and have varying loci of control. Staff can take a number of measures to increase the likelihood of student engagement, although certain factors remain ultimately within the agency of students. Understanding these issues is critical to the success of ABL
Teaching in Higher Education
Since 2010, the University of Northampton has taken significant steps to reach its strategic obje... more Since 2010, the University of Northampton has taken significant steps to reach its strategic objective to become the Number 1 University in the UK for social enterprise and entrepreneurship. Attainment of this objective became most high profile in February 2013 when the University was designated by Ashoka U as the first ‘Changemaker Campus’ in the UK. Ashoka U is the Universities branch of Ashoka, a global foundation that recognises and supports social entrepreneurs, and the designation propelled the University into an exclusive, 30+-strong global consortium of University leaders in social entrepreneurship education.
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Papers by Elizabeth Tomos