Straying into Education Publishing in your field versus pedagogical research The Journal article was called ‘Writing Scholarship of Teaching and Learning Articles for Peer-Reviewed Journals’. It was chosen as an accessible well written and engaging article which identified the challenges but also ways one might approach writing for journals focussed on the Scholarship of Teaching […]
55 Behaviours of Transformational Educators
Dianne Burns and Judy Williams gave an interactive Masterclass based on their research findings which identifies the 55 core behaviours of ‘transformational educators’. They encouraged participants to reflect on ways in which they adopted such behaviours and how they could support colleagues to develop them as well. The session enabled participants to reflect on their […]
Feedback for reflection and personal development
Maria Regan (Senior Lecturer, Division of Medical Education) and Karen Heggs (Lecturer in Adult Nursing, Division of Nursing, Midwifery and Social Work) delivered an interactive session focused on challenges to giving feedback on reflective practice and how these challenges could be overcome to provide students with feedback to develop as reflective practitioners. Participants considered whether a […]
Undertaking Research in Teaching (TSAR Forum)
Jo Hart and Lucie Byrne-Davis led a lunchtime session highlighting how the teaching scholarship and research forum (TSAR) can support colleagues undertaking research in teaching and learning. They considered ways that research could inform teaching as well as apporpriate methodology. Further information is available in their presentation below:
Acknowledging Diversity Masterclass
Rebecca Farrington and Cath Prescott, alongside three students, led an open discussion on diversity and its impact on the learning environment. They shared some practical exercises to equip participants with tools to use in their daily lives.
Assessment and Feedback Masterclass
Alison Fisher began the Masterclass looking at effective feedback and blueprinting which is a method of constructing exams to ensure alignment with learning outcomes. Heidi Northover and Serena Tohurst Cleaver then considered different tools to assess professionalism in health care professions.
Driving and Leading Change
Judy Williams delivered a topical session on driving and leading change discussing the different stages of change using three models (Kulber-Ross, Lewin and Kotter). The group discussed their thoughts, feelings and behaviours at different stages of change and strategies to drive forward change at these different stages.
Thrive – Reflections on Wellbeing
Gemma Dale gave a thought-provoking session on the wellbeing opportunities available at the University along with some simple and practical ideas for improving wellbeing both in and outside of work. Further information is available as part of the links and PowerPoint presentation below:
Is what the teacher does more important than what they know? The 55 core behaviours of Transformational Educators
Dianne Burns and Judy Williams outlined the findings from the T-MAP research project which identified the 55 core behaviours of ‘transformational educators’. During the masterclass they encouraged participants to reflect on ways in which they could adopt such behaviours and support colleagues to develop them too.
Teaching Innovation
Dr Penny Haughan, PVC Student Life and Learning at Liverpool Hope University gave a thoroughly enjoyable and thought provoking talk about raising standards through innovative practice. Examples included radical changes to timetabling, setting up communities of practice and ensuring all students receive information about careers and further study in their first week of tutorials.