Dr Lesley HulonceBA (Hons), MA, PhD

Email: l.hulonce@swansea.ac.ukTel: 07703430281Blog: ‘Workhouse Tales’ http://lesleyhulonce.wordpress.com/ Twitter:@lesleyhulonce @histhealthcult

Swansea University link: http://www.swansea.ac.uk/staff/human-and-health-sciences/allstaff/l.hulonce/#teaching=is-expanded&research-groups=is-expanded

Ongoing Grant capture:

I am currently preparing a bid for funding from the Wellcome Trust and EHRC exceeding £1.5 million for an international project (with universities in Ireland) called Remembering our Health Heritage. Next year I will also be bidding for funding for a project about legislative input of sex workers into prostitution policies past, present and future.

Qualifications:

2009-2013 Swansea University PhD HistoryFunded by Swansea University StudentshipExternal examiner: Professor Pat Thane.

2009 Swansea UniversityMA History (Distinction) Funded by AHRC Research Preparation Masters Scheme

2007 Swansea University BA (Hons) History (First Class)

Employment:

August 2015 to date Swansea University: Permanent lecturer, Programme Director BSc Medical Sciences and Humanities

September 2014 to 30 June 2015 Swansea University: fixed-term lecturerApril 2014 to September 2014 Cardiff University: fixed term lecturer Modern

Welsh HistorySeptember 2013 to April 2014 Swansea University: fixed-term lecturerSeptember 2009 to 2013 Swansea University: associate tutor, teaching

assistant

Lesley Hulonce

Prior to 2007 Career in sales and marketing

Teaching experience:

Swansea University, College of Human and Health sciences:

September 2015 to dateHistory of medicine modules year 1, 2 and 3 and postgraduate supervisionIntroduction to health, disease and the bodyCare, cure and controlling British society, 1500-2000Hospitals in history 1750-1948

2014 to August 2015: Swansea University Department of History & Classics:Making History, year 1..The Practice of History, year 2.Dissertation supervisor, year 3.Directed Reading MA module.

2013-14: Module Convener/Coordinator:The South Wales Coalfield: A Social History, year 3; Parts 1 and 2, ‘Special Subject’ module.Digital Detectives, year 3.Victorian Cities, year 2.

Undergraduate dissertation supervision, year 3, assessment and moderation.Seminar leader, Europe of Extremes, year 1, assessment.

MA Dissertation assessment and moderation.

2012-2014: Seminar tutor, Europe of Extremes, year 1.

Guest lectures 2013:Practice of History, ‘Criminalising Prostitution’ year 2.

The South Wales Coalfield, ‘Gendering the South Wales Coalfield’, year 3, special subject.

2009 and 2010, four lectures for Background to Wales module for international students, year 3.

Swansea University Department of Adult Continuing Education:

2012-13: Module Convener/Coordinator:

Women, Sex and Society: Britain 1860-1970, years 2 and 3, which was also video-conferenced to students in Pembrokeshire College.

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Empire, Welfare, Europe: Britain in the Twentieth Century, year 1.

Cinema, History and Society, 1939-1969, (unaccredited, 20 weeks).

Victorian Swansea, (unaccredited, 20 weeks).

Cardiff University:

Class, Protest and Politics: South Wales, 1918-39, year 3, module convenor.King Coal to Cool Cymru, year 2, module convenor.Modern Wales, year 1, team-taught module coordinator.Marking of undergraduate dissertations and MA theses.Publications:

2 August 2016: My monograph Imposed childhoods: Children and the Poor Laws in England and Wales, 1834-1914 has been through peer review and accepted by Palgrave Macmillan. https://pauperchildrenandpoorlawchildhoods.wordpress.com although I have since decided to self-publish it on 2 August 2016 https://www.amazon.co.uk/Pauper-Children-Childhoods-England-1834-1910-ebook/dp/B01FE2A3QY/ref=sr_1_1?s=digital-text&ie=UTF8&qid=1464878257&sr=1-1

Forthcoming:

‘Self-publish and be damned? I'm mad as hell and I'm not taking it anymore’, History Workshop Online

Sin, Sex and Prostitution in England and Wales 1850-1950. 2017 Three chapters on Victorian prostitution and workhouse children in Jo Turner, Paul Taylor, Karen Corteen, Sharon Morley, eds., Companion to the History of Crime and Punishment (Bristol: Policy Press, 2016).

Editor, The Other Half: Welsh Women's Histories. University of Wales press, 2017.

Editor, Children's Welfare History: past, present and future.

Publications:

‘Little mothers and proto-proletarians: Growing up in mining’, English Historical Fiction http://englishhistoryauthors.blogspot.co.uk/2016/07/little-mothers-and-proto-proletarians.html

‘These Valuable Institutions’? Educating blind and deaf children in Victorian Swansea, Welsh History Review, 28:2 (2014), 310-37.

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Harvard University, Remedia Network Blog, ‘Abilities first? Institutions for disabled children in Victorian and Edwardian Britain’, October 2014. http://remedianetwork.net/2014/10/21/abilities-first-institutions-for-disabled-children-in-victorian-and-edwardian-britain/

Review of Rosemary Scadden, No Job for a Little Girl, Voices from Domestic Service, Gomer, 2013, Welsh History Review, 28:2 (2014).

Western Mail, ‘Aging’, Welsh History Month, October 2014. http://www.walesonline.co.uk/lifestyle/nostalgia/welsh-history-month-studies-conducted-7914524 http://www.walesonline.co.uk/lifestyle/nostalgia/welsh-history-month-lady-personification-7914525http://www.walesonline.co.uk/lifestyle/nostalgia/welsh-history-month-scenes-remembered-7914526

British Library, Untold Lives Blog, ‘King Silence - the lives of Victorian deaf children’, September 2014. http://britishlibrary.typepad.co.uk/untoldlives/2014/09/king-silence-the-lives-of-victorian-deaf-children.html

Western Mail, ‘Gruel’, Welsh History Month, 10 May 2013. http://www.walesonline.co.uk/lifestyle/nostalgia/welsh-history-month-gruelling-conditions-3569280

‘The Elephant in the Room: questioning the absence of paedophilia in children’s histories’, Journal of Victorian Culture Online, January 2013. http://myblogs.informa.com/jvc/2013/01/03/the-elephant-in-the-room-questioning-the-absence-of-paedophilia-in-children%E2%80%99s-histories/

Review of Angela V John, ed., Our Mothers’ Land, Chapters in Welsh Women’s History 1830-1939 (Cardiff: University of Wales Press, 2011) Archif Menywod Cymru/Women’s Archive Wales Newsletter, Autumn 2011.

‘“A Social Frankenstein in our Midst”: Inciting Interpretations of Prostitution in Late Nineteenth-Century Swansea’, Llafur, Journal of Welsh People’s History, vol. 9, no. 4 (2007), 47-60.

Conference papers:

July 2016, Social History of Medicine, Panel convener: Women and alcohol abuse in the nineteenth century. Paper: ‘Freaks Like Us? Inebriate women in Victorian South Wales’.

June 2016, ‘Horrible Histories, Stepping forward from the margins: children’s resistance to poor law care’.

September 2016, British Association for Victorian Studies,‘Consuming memories: Remembering, resisting and re-framing corporal punishment’.

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November 2016, History of Education conference.

October 2015, Women’s Archive of Wales Conference, Swansea, ‘Angels in the House? Women's work in the workhouse’.

July 2014, The Society for the Social History of Medicine, Oxford Brookes University,‘Locating the able: State, philanthropy and the poor law child’.

February 2014, Invited speaker, Pain, Illness, Trauma and Death in Childhood Conference, University of Greenwich, ‘Silence in the archives: Institutionalised abuse and Victorian pauper children’.

October 2013, Swansea University Research Institute for Art and Humanities Annual Conference, ‘Victorian education for the blind: Brave new world or blind trades warehousing?’

17 May 2013, inviter speaker, ‘Our Criminal Past’: Caring for the Future, AHRC funded Research Network: Digitisation, Social Media and Crime History Event, London Metropolitan Archives. ‘From the local to the global: Victorian child poverty and crime on the blogosphere’.

October 2012, Swansea University Research Institute for Art and Humanities Annual Conference, ‘The elephant in the room: pushing the boundaries of questioning in children’s history’.

October 2010, Women’s Archive Wales Conference, ‘Using obscene language and threatening to do for the cook’: The punishment and resistance of women in Swansea workhouse during the nineteenth century’.

January 2010, Richard Burton Centre for the Study Wales Conference, ‘Pauper children and corporal punishment’.

Invited talks:

March 2016, Swansea U3A, ‘A social Frankenstein in our midst’: Prostitution in Victorian Swansea’.July 2015, Swansea Central Library, ‘“These Valuable Institutions”: The lives of blind and deaf children in Victorian Swansea’.2014, Royal Institution of South Wales, ‘“These Valuable Institutions”: The lives of blind and deaf children in Victorian Swansea’.2014, Swansea Historical Association, ‘A social Frankenstein in our midst’: Prostitution in Victorian Swansea’.2012, Swansea Central Library, ‘A social Frankenstein in our midst: Prostitution in Victorian Swansea’.2012, Oystermouth Historical Association, ‘Swansea’s Oliver Twists?’2012, Swansea History Society, ‘Swansea’s Oliver Twists?’

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2011, Swansea Central Library, ‘Wild Workhouse Women’ and ‘Swansea’s Oliver Twists?’

Awards:

2016 Successful application to the British Academy/Leverhulme for research funding for Prostitution and Welsh Society

2014 Member of team shortlisted for the Times Higher Education Awards for Excellence and Innovation in the Arts, for the RIAH Heritage Skills Programme.

2014 Scouloudi Foundation Historical Research Award Grant

2013 Nominated by students for an Excellence in Learning and Teaching Award

2012 The Glamorgan County History Trust, Sir Glanmor Williams Scholarship (£1,000)

2009 Swansea University PhD studentship2007 AHRC Research Preparation Masters Scheme2007 Glanmor Williams prize for highest standard of

undergraduate work in final honours year

Esteem, Impact and Outreach:

2015, ‘Inspiring woman’ for international women's day http://www.swansea.ac.uk/personnel/equal-opportunities/events/inspiringwomen2015/week2/lesleyhulonce/

2015 to date, co-director Research Group for Health, History and Culture https://healthhistoryandculturesite.wordpress.com

25 June 2015, Session coordinator, Connecting Communities to Industrial Heritage in the Swansea Valley, Swansea Museum Collections Centre, Swansea.

Ongoing: Coordinator of ‘Project: Miners’ Library’, in which students from the Department of History & Classics have the opportunity for a semester’s work experience in the South Wales Miners’ Library.

Ongoing, Interpretation Committee member: Cu@Swansea Copper Project, ESRC funded project led by Professor Huw Bowen, The Hafod-Morfa Copperworks Regeneration Project, www.welshcopper.org

In 2014, I contributed to two programmes in the BBC World War One at Home series. ‘Butetown Cardiff: Curfew for Cardiff Women’ http://www.bbc.co.uk/programmes/p020hm0w and ‘King’s Dock Swansea: A Hotbed of Immorality’ http://www.bbc.co.uk/programmes/p020hphr

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June 2013, AHRC funded ‘Heritage Apprentice’, selected students from across the UK undertook specific challenges associated with Cu@Swansea Copper Project. Mentor of winning team, see http://www.swansea.ac.uk/riah/graduate-centre/academic-development/heritageskillsprogramme/heritage-apprentice/

2013, organiser, Swansea University Postgraduate History Forum annual Conference ‘Truth, Power and Belief’ and Learning and Teaching Workshop panel member chaired by Peter D’Sena, Higher Education Academy.

October 2012, Commissioned Report : ‘Oral History Resources for the South Wales Coalfield: An Audit for the Rhys Davies Trust’.

May 2012, I organised and was granted funding for a research poster exhibition of my Victorian Swansea students’ research interests in Swansea Central Library, funded by the Research Institute of the Arts and Humanities (RIAH), Swansea University.Details at: http://www.swansea.ac.uk/riah/graduate-centre/news/collegeofartsandhumanitiesstudenthasoverwhelmingresponsetoherclassonvictorianswansea.php

eaching identified by peer review and have made an impact at discipline programme level beyond their own teaching.

Pastoral care is the first concern of university lecturers. Our students come to us very young, often with little life experience outside their own home, town and school and our duty of care them is

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paramount. In the first year students benefit from help with transitioning to academic and social university life, and often are homesick, worried and anxious.

I am personal tutor to many students across the levels, and mentor informally current and previous students who have gone on to postgraduate study and employment.

I endeavour to create a mutually beneficial relationship with my students, to ensure they know I can be trusted and will always to help, and them to relevantand appropriatesources of information, follow up and be available.

Students are adults, but when on placements require a safe place to work and the potential to

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learn. I take great care with placing the right student with the appropriate placement.

In 2014 I was nominated for a Swansea University Excellence in Learning and Teaching Award by my students. The following comments from the students were subsequently emailed to me by the Award coordinator:

Lesley encompasses all the class and makes all students feel their view matters and encourages discussion of subject matter. Lesley enhances learning by making class sessions so interesting.

Lesley is very passionate and has extensive knowledge on the subject.

The class is always lively because Lesley has a lovely personality and a great sense of humour!

She cares about her students and wants us all to perform well in our studies.

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As the comments above demonstrate, my first priority is to engage my students in active learning by making all my sessions interesting and meaningful, to arouse the interest of students so they want to find out more and conduct their own independent research.

Have experience of teaching, curriculum development and quality management and enhancement in an HE environment.

I am programme director for the undergraduate degree Medical Science and Humanities. I am also developing a major new applied social sciences degree programme with colleagues. I have experience of chairing Boards of Studies,

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developing new modules and assessments, and engaging with teachers and researchers at all levels.

I use innovative ways of engaging students (as well as increasing transferable skills) in workshop and seminar discussion and debate. I have found role-play, student-led workshops, poster presentations particularly successful. I use set reading to generate questions about a text rather than answers to be helpful to encourage students’ participation and understanding.

I make use of Blackboard extensively and my students consistently offer very positive feedback on the contents and layout of the sites. My module Twitter accounts have been very popular.

I have employed data visualisations in my modules, with tools such as Voyant and Google Ngram to analyse online and written resources.

I have experience of videoconferencing lectures and workshops to adult learners in Pembrokeshire College.

I have successfully engaged students with different forms of assessment such as blog post writing and designing a research project using digitised sources coupled with an annotated secondary source bibliography to contextualise the sources.

I plan to use of a module Facebook group accessible only by myself and the students for discussion and dissemination of ideas.

Excellent written and verbal communication skills.

My PhD examiner professor Pat Thane remarked that my thesis was extremely well written and researched. My supervisor noted in feedback that my undergraduate dissertation and MA thesis was the best work he had seen at Swansea.

Able to communicate complex and conceptual ideas to a range of groups.

I am currently Programme Director for the undergraduate degree ‘Medical Sciences and Humanities’, and I am also Admissions Tutor for the department. Along with my committee membership of Athena Swan I understand how important communication skills and time management is to a successful professional and home life. I manage my time productively so my work at weekends is limited to busy marking periods.

A university lecturer is constantly solving problems on a day-to-day basis. I have used student focus groups for input with new programmes, modules and assessments to lessen later problematic issues.

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As personal tutor I have been involved with many different situations which demand discretion, empathy, a clear and logical mind, and of course understanding of the students’ needs and concerns. I have used my problem solving skills successfully in areas such as sexual assault, bullying, home-sickness, money worries and physical and mental health issues.

Problems and challenges with colleagues and stakeholders are another area within which I have been involved. In my experience colleagues benefit from early and regular discussion of any changes and new expectations from the university or myself. I made several changes to the curriculum recently and consulted with colleagues, students and stakeholders at every stage of the process.

Able to identify potential sources of funding.

Ongoing Grant capture:

I am currently preparing a bid for funding from the Wellcome Trust and EHRC exceeding £1.5 million for an international project (with universities in Ireland) called Remembering our Health Heritage which I can bring with me to Exeter at a later date.

Next year I will also be bidding for funding for a project about legislative input of sex workers into prostitution policies past, present and future.

I have successfully applied to the British Academy/Leverhume, and Scouloudi trust for personal funding for research expenses.

I am bidding for funding for a children's history workshop at the launch of my v=book in August.

Able to participate in and develop external networks.

I am co-director of Swansea University’s Interdisciplinary Research Group Health, History and Culture with Prof David Turner and we run a programme of events and conferences throughout the academic year. This has enabled me to interact with students, researchers and speakers outside my discipline https://healthhistoryandculturesite.wordpress.com/2016/01/05/welcome-to-the-health-history-and-culture-blog/

I have established a respected and effective online profiles via Twitter, My Facebook group Academics for a Publishing Revolution https://www.facebook.com/groups/1765167210380167/?ref=bookmarks , my blog Workhouse Tales https://lesleyhulonce.wordpress.com and Pauper Children https://pauperchildrenandpoorlawchildhoods.wordpress.com

I have engaged students (and anyone interested in Victorian history) with my Twitter accounts for my modules Digital Detectives and Victorian Cities. My current and past roles relied heavily on effective communication skills with academic and

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administrative staff and appropriate communication with students at all levels. I have spoken on BBC radio in two programmes in the World War One at Home series. have been invited to speak at several conferences and seminar series because of my high social media profile.

I am currently the Principal Investigator bidding for funding exceeding £1 million for an international project (with universities in Ireland) called Remembering our Health Heritage which I can bring to Bath Spa.

I am historian on the Swansea University 2020 Centenary Committee and have researched the university’s heritage, history and its place within the city of Swansea with a variety of stakeholders, alumni and past and present staff.

I have been a member of the Interpretation Committee of the The Hafod-Morfa Copperworks Heritage Regeneration, within the Cu@Swansea Copper Project, ESRC funded and led by Professor Huw Bowen. This has involved effective collaboration with academic and local historians, heritage professionals, artists, local actors, site engineers, schools and local government representatives to research and formulate voices of the Hafod for the regenerated site.

I have built successful relationships within Swansea and Cardiff Universities with both staff and students. Many of my Swansea students are still in touch concerning their third year dissertation and I enjoy ongoing academic cooperation with many of my academic colleagues in Swansea such as continuing participation in the CU@Swansea project with Professor Huw Bowen and an HLF bid with Dr Gethin Matthews.

I enjoy an effective dialogue with the wider community which was established by my oversubscribed modules exploring Victorian Swansea in 2011 and 2012. I believe academic history can learn much from local historians, and I organised an well-received exhibition of my very knowledgeable, mature students’ research interests which I titled ‘Everyone’s a Historian’. This collaboration has resulted in many invitations to speak at local history groups and historical societies and my presentations are always well received and generate multiple questions.

I have subsequently been invite to give lectures to local and national groups such as U3A, local history societies and the Royal Society of South Wales.

I am founder of ‘Academics for a Publishing Revolution’ which is encouraging academics to move away from the stranglehold of academic publishers to ensure our publications are read more widely and not left to moulder in libraries because of high costs.

After turning down a book contract with Palgrave because of their intention to market my book for £65, I am self-publishing my first monograph (Pauper Children

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and Poor Law Childhoods in England and Wales 1834-1910) in August 2016, and have already generated an exciting dialogue with academics and historians around the world, and healthy pre-orders. My book launch will include a children's history conference, performance by local children and input from the Careleavers Trust. I am donating £1 from the sale of each book to the Careleavers Trust http://www.careleavers.com

I keep abreast of latest research by attending conferences, online academic discussions (I am participating in the Research Impact & Public Engagement for Career Success Workshop online on 22 July), and have email alerts set up to inform me of the latest issue of relevant learned journals. I attend and contribute to department and college

Have knowledge of tertiary education and be able to use a range of delivery techniques to enthuse and engage students.

I have wide experience of learning and teaching with mature and distance learning students. These student have to juggle family and career commitments and are often highly motivated and engaged despite their competing commitments.

I have started a support group for level 1 students who do not live on campus and could be excluded from all the student activities.

I use the ’20 minutes’ rule in classes to ensure students are not bored and disengaged, and use workshops in which students in groups and individually prepare a letter or image board of a particular topic. This has proved so successful ,especially among level 1 students, that we are going to blog our work next semester.

I like assessments which engage students and allow them to think creatively. My assessments include a book proposal pitch, research posters, video films and presentations, blogging, and a digital picture of the areas under research.

I use innovative ways of engaging students (as well as increasing transferable skills) in workshop and seminar discussion and debate. I have found role-play, student-led workshops, poster presentations particularly successful. I use set reading to generate questions about a text rather than answers to be helpful to encourage students’ participation and understanding.

I make use of Blackboard extensively and my students consistently offer very positive feedback on the contents and layout of the sites. My module Twitter accounts have been very popular.

I have employed data visualisations in my modules, with tools such as Voyant and Google Ngram to analyse online and written resources.

IT Skills for teaching and research

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My working knowledge of all Microsoft Office packages is excellent and I have devised several new systems and I detail some examples below:

Excel:

I use Excel extensively in relation to assessment mark recording, and in Cardiff University devised my own spread sheets for recording and relaying marks for the academic year.

Word:

Advanced use of Word was central to my PhD thesis and still remains so to all my writing. I make a point of training my students to use Word effectively for their written assessments, and their presentation and productivity has improved.

Access:

In my research into children and the poor laws in the nineteenth and early twentieth century, I have devised a database which records details of the children I have encountered.

PowerPoint:

I use PowerPoint extensively in my teaching and speaking engagements. In 2012, I organised and was granted funding for a research poster exhibition of my DACE Victorian Swansea students’ research interests in Swansea Central Library, called ‘Everyone’s a Historian’ and funded by the Research Institute of the Arts and Humanities (RIAH), Swansea University. I devised templates for posters on PowerPoint on which the students showcased their varied research interests using images and text.

Outlook:

I use Outlook extensively on a daily basis for communication with students, colleagues and external contacts.

Other IT Skills:

• My writing is well received on the Blogosphere. My own blog Workhouse Tales is read across the world and have contributed to the Harvard University History of Medicine blog Remedia http://remedianetwork.net/2014/10/21/abilities-first-institutions-for-disabled-children-in-victorian-and-edwardian-britain/ and the British Library’s Untold Lives Blog. http://britishlibrary.typepad.co.uk/untoldlives/2014/09/king-silence-the-lives-of-victorian-deaf-children.html

I engage students with different forms of assessment such as blog post writing and designing a research project using digitised sources coupled with an annotated secondary source bibliography to contextualise the sources.

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I have been constructing a database to further analyse the hundreds of children I have encountered in my research. I hope to use this research for a major project which will explore those children who later fought in the First World War and their war experiences.

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