TLHE

Teaching and Learning in Higher Education Research Group

 

Are you interested in joining the CfLAT Teaching and Learning in Higher Education Research Group?

The Group provides opportunities to:

*discuss key issues in teaching, learning and the student experience;
* share ideas, theories, beliefs and practices;
*consider internal and external drivers impacting on teaching and learning;
*share perspectives across disciplines;
* develop bids for research and TAL awards; and
* present research findings for informal critique.

For further information, or to add your name to the email list, please contact Sue Robson

 

Forthcoming seminars:

To be Confirmed

 

Previous seminars:

Dr. Mairin Hennebry and Dr. Kenneth Fordyce (Edinburgh University)
‘Modes of Learning and the Development of Graduate Attributes: A Postgraduate Taught Masters Programme Case Study’
Thursday, 12th June, 1pm-2pm, 1.36C King George VI Building

To download the PowerPoint presentation, please click here.

 

Thursday, 22nd May, 12.30-1.30, room 1.43B King George VI Building
Speaker: Dr. Maddalena Taras, University of Sunderland
Title: 'Student-centred learning – fact or fiction?' To download the PowerPoint presentation, please click here. To download an associated paper of interest, please click here.

Tuesday, 6th May, 12.30-1.30, room 1.43A King George VI Building
Speaker: Richard Sober, Teesside University
Title: 'Students supporting students: Peer mentoring and pre-induction'

To download the PowerPoint presentation, please click here.

 

Wednesday, 23rd April, 12.30-1.30 in 1.43B King George VI Building. Dr. Philip Warwick, Durham University Business School. Title: 'The international business of higher education'

To download the PowerPoint presentation, please click here.

To download an associated paper of interest, please click here.

 

Tuesday, 8th April, 1pm-2pm in 1.36 King George VI Building. Colin Bryson and Ruth Furlonger, Combined Honours Centre, Newcastle University. Title: 'How working in partnership with students enhances student engagement and enables transformative learning and graduateness.'

 

 

Thursday, 20th March, 12.30-1.30 in 1.43B, King George VI Building.
Tony Young and Alina Schartner, ECLS
Title: 'The effects of cross-cultural communication education on international students' adjustment and adaptation'

To download the PowerPoint presentation, please click here.

 

Thursday February 6th at 13.00 in Ridley Building 2 Room 1.59

Professor Ray Land, Professor of Higher Education and Director of the Centre for Learning and Teaching and Research in Higher Education.

Title: TBC

School of Medical Sciences Education Development seminar

Tuesday 21st January, 12.30-1.30 in 1.36b, King George VI Building.
Dr Sue Mathieson, Academic Coordinator, Enhancement, Northumbria

Title: University: 'Academic Workgroup Cultures of Teaching and Learning and the Disciplines: A South African Study'

To download the PowerPoint presentation, please click here.

CfLAT Teaching and Learning in Higher Education Research Group Seminar

 

Tuesday 3 December 12.30 staffroom, KGVI Building
Dr David Rose, Philosophical Studies

Title: Context-based learning, ownership and competences

David Rose’s major research interests are in social ethics, Hegelian thought and rational hermeneutics. The main themes of his work are grounded in readings in the history of ideas, especially the writings of Hegel and Vico, and more generally in counter-enlightenment ethical thought. He has published various articles on the history of European thought, ethics and political philosophy as well as an introduction to Hegel's social philosophy and a monograph on the concept of free-will. David has also published on issues in contemporary applied ethics and culture as well as producing work in the area of educational philosophy.

Thursday December 5th 2013 13.00-14.00 Ridley Building 2 Room 1.59
Professor Steve McHanwell, School of Medical Sciences Education Development, Newcastle University

Title: Anatomy Education in the UK: Where are we now and where are we going?
School of Medical Sciences Education Development Teaching and Learning Seminar Programme 2013/2014

Tuesday 5 November 2013 12.30-1.30 ECLS Staffroom 3rd Floor KGVI Building
Dr Catherine Montgomery, Reader in Education, University of Hull.

Title: Internationalisation of the Curriculum for Global Citizenship in HE

To download the PowerPoint presentation, please click here.

CfLAT Teaching and Learning in Higher Education Research Group Seminar

 

Wednesday November 6th 2013 13.00-14.00 Ridley Building 1 Room 2.04A
Dr Gillian Vance, School of Medical Sciences Education Development, Newcastle University

Title: to be announced
School of Medical Sciences Education Development Teaching and Learning Seminar Programme 2013/2014

 

Thursday 14 November 12.30-1.30 ECLS Staffroom 3rd Floor KGVI Building
Dr Simon Forrest, HEA International Scholar and Teaching Fellow in the Centre for Medical Education Research, Durham University

Title: The role of HEA Rob Cook international scholars in internationalisation: the case of the ‘Learning to doctor’ project in the development of understanding the role of academic practice in supporting acculturation

Abstract: The HEA International Scholarship programme has set out an agenda around supporting academics in the exploration and transfer to the UK of pedagogic innovation from HEIs in the wider world. I will use a description and analysis of my scholarship experiences in Australia examining the role of non-clinical community placement learning in medical education, as a context for raising issues about the potential of experiential learning to facilitate acculturation for international students. As the medical profession in particular and health services in general draw increasing on expertise from overseas and population health needs incline us more and more towards trying to encourage professionals to work in socially deprived localities and regions I ask, what does putting students into these challenging settings have the potential to add to their professional development, to community and health services in the UK? And, is there learning here relevant to the challenge posed by the over-representation of international medical graduates among doctors in difficulty? To download the PowerPoint presentation, please click here.

CfLAT Teaching and Learning in Higher Education Research Group Seminar

 

Tuesday 15 October 3013 12.30-1.30 ECLS Staffroom 3rd Floor KGVI Building
Rob Walton, Higher Education Academy

Title: An overview of HEA research and 3 year programme to support research on the impact of HE reforms on learning and teaching in the UK

Abstract: Last year the research and policy team at the HEA started a 3 year programme of work to undertake and commission research on the impact of the HE reforms on the changing HE landscape, with a focus on the learning and teaching experience. This session will provide an update on research recently completed, currently commissioned, and planned for the coming year. The session will be used as an opportunity to ask participants to consider what other research might be undertaken relating to the enhancement of the teaching and learning experience in HE. The different types of funding schemes available at the HEA for researchers will be outlined, and include: teaching development grants; the doctoral programme; international scholarships; national teaching fellowships; other specific research calls. Finally, an overview of HEA resources available for pedagogic research will be considered. This will include an update on the planned launch of the new resources centre/evidence net, and also the new HEA journals platform. To download the powerpoint from this presentation, please click here.

CfLAT Teaching and Learning in Higher Education Research Group Seminar

 

Thursday October 3rd 2013 13.00-14.00 Kings Road Centre, Alnwick Room
Dr Vicki Gunn, Learning and Teaching Centre, University of Glasgow

Title: What have disciplinary research-teaching linkages got to do with either employability and/or global leadership?’ Considering the links between what we teach, how we teach, and ‘big agendas’.

Abstract: What we teach and how we teach in our disciplines are areas that respond well to rethinking research and teaching links. Less clear, however, is how all of this connects to broader educational agendas such as employability and global leadership. These broader initiatives often (but not always) seem too abstracted from what we do to make practical sense when it comes to rethinking course and module redesign. Drawing on work undertaken for the Scottish Quality Enhancement Theme generally and at Glasgow University specifically, which drew together research-teaching linkages and employability, this session raises how research-intensives can use adaptations in the way we think about researcher development in our disciplines to address the bigger ‘macro’ level educational agendas, particularly graduate attributes for employability and global leadership. This presentation:
• reviews some of the key assumptions in the research-teaching linkages literature;
• suggests that we use the research on researcher orientations to rethink the links between disciplinary learning and socialisation and the broader attribute development of our students;
• demonstrates how curriculum mapping and assessment blueprinting across programmes might be the initial process in linking key elements of researcher development with those of broader educational agendas at an undergraduate level;
• suggests the role student engagement might play in such a process.

School of Medical Sciences Education Development Teaching and Learning Seminar Programme 2013/2014

 

Tuesday 7th May 2.00 - 3.00 Research Beehive, Room 2.22: Sandra Wills, Steve McHanwell, Elaine Hall and Sue Robson
Title: The Higher Education Academy Benchmarking Project on Promotions Policies and Processes

This international and inter-university project aims to produce resources to guide and improve academic promotion policy and practice to reflect the recognition of teaching as core to the assurance of standards in higher education. The project involves four British and Australian universities developing a benchmarking framework wherein they will share and compare promotions policies, processes as well as staff perceptions of promotion. The benchmarking process includes the development of a benchmarking framework with performance indicators and measures which can be adapted and applied across the higher education sector. The cornerstone of the Promoting Teaching Good Practice Framework is that promotion must be based on provision of evidence to support description of excellent teaching. Therefore a key goal for this project is to develop a set of perspectives to assist universities in clearly articulating evidence that would count in promotion applications. An essential parallel task is wide discussion within universities to understand and define the changing nature of teaching in today’s increasingly complex higher education sector.

Tuesday 5th February 12.30-1.30 Professor Joelle Fanghanel, Room 1.71B, KGVI Building.

Title: Worldly becoming: resisting liberalism in universities
In this presentation, I discuss the impact on academics of the forms of governance that have come to prevail in UK higher education over the past two decades or so, as reliance on state funding has gradually decreased whilst, at the same time, state control ‘from a distance’ (Neave, 1998 ) has significantly increased. This work is based on fifty interviews with academics in institutions in the UK, Australia, US, South Africa, and Zambia. Using ideological positioning as a theoretical framework to underpin my argument within the broader discussion of the tensions between structure and agency (Archer,1995), I show that academics’ responses to what has been broadly referred to as managerialism (Deem et al, 2007) is complex, and not of one piece. I examine areas of practice which illustrate the complexity of this positioning. I argue that it is possible for academics to enact their personal beliefs and ideals as educators, and that a rich, critical and empowering potential exists within the academy to counteract the liberal stance. The perspective discussed here seeks to promote ways of working in the academy that lead to alternative forms of engagement with students and practices. It builds on previous work that had identified ‘filters’ to practice affecting the way lecturers conceptualise teaching and learning in HE.

 

Thursday 11th April 12.00-1.00 Dr Jarka Glassey, Room 1.71B, KGVI Building.

Title: Self-reflection and peer assessment in engineering - the educators journey.
A reflection of an engineering educator on a journey from a very conservative educational background through a transformative experience of the EQUATE project towards facilitating the development of more autonomous chemical engineering graduates with positive attitudes to lifelong learning. The challenges faced and lessons learnt on a personal level will set the background and the observations and experiences with introducing self-reflection and peer assessment into in-course assessment of a professionally accredited course will hopefully provoke a debated and exchange of experiences. The observations will touch upon the differences between home and international students, staff and student buy-in and system issues with the implementation. To download the powerpoint from this presentation, please click here.

A range of past speakers have also included -

 

 

Dr Paola Gazzola, Shifting teaching cultures in educational reforms – A student/staff perspective

To download the powerpoint from this presentation, please click here.

Dr Franck Michel: They can’t stop YAePing! Developing student learning autonomy in the School of Modern Languages: from Equate to the Year Abroad ePortfolio

To download the powerpoint from this presentation, please click here.

Steve Walsh: Investigating small group teaching in a higher education context.

To download the powerpoint from this presentation, please click here.

Savvas Papagiannidis: researching the module databases

To download the paper from this presentation, please click here.

Richard Young: the CASAP International Programme

Alan Firth: Researching the University as Communities of Practice: Cross-Cultural Communication in Globalized Higher Education

To download the powerpoint from this presentation, please click here.

Tony Young, Peter Sercombe, Itesh Sachdev, Rola Naeb & Alina Schartner: Success Factors for ‘International’ Postgraduate Students’ Adjustment to Life and Study at Newcastle University.

To download the powerpoint from this presentation, please click here.

John Pryor: Formative assessment in disciplinary spaces: assessment for becoming

To download the powerpoint from this presentation, please click here.

Dr Christine Brown and Professor Sandra Wills, University of Wollongong: Reward and Recognition in Higher Education

To download the powerpoint from this presentation, please click here.

Professor Emeritus Michael Byram, School of Education, University of Durham: ‘But when you are doing your exams it is the same as in China’ – Chinese students adjusting to western approaches to teaching and learning

To download the powerpoint from this presentation, please click here.