Authors: Dr. Liyuan Zhuang (Lecturer in Urban Studies & Social Policy) & Dr. Colin Mack (Lecturer in Quantitative Methods) From Dialogue to Reflection Supervising dissertations is a key part of academic teaching, especially for early-career lecturers like us. One of us is British, the other Chinese. We began supervising around the same time in the […]
Tag: Reflective Practice
Day 11: Acting, and Storytelling, in Higher Education
Today, we have insights from Dr Vladimir Maltsev and Dr Geethanjali Selvaretnam (Economics), who share their podcast about ‘acting’ or theatrical teaching to capture the attention of students. Dr Catherine Reid (Education) tells us that storytelling is not something to use lightly when teaching in Higher Education. Before you get into these, have a listen […]
Day 8: Reflective Practice
Getting started in SOTL: a personal reflection Katharine Terrell The Scholarship of Teaching and Learning (SOTL) sounds straightforward on the surface: it is focused on our teaching and learning practice. Every day we “do” teaching: we design and give lectures, we feedback on work, we facilitate seminars, and so on. It’s the “scholarship” part of […]
Day 7: Student-staff partnerships
Assessment and Feedback: A Co-Design Adventure Authors: Nic Labrosse, Madeleine Heideman, Danai Kasselaki, Rosaria Lena & David Millar The COVID-19 pandemic forced a rapid shift in education delivery and, along with it, new ways of thinking about assessment and feedback. We found ourselves presented with both challenges and exciting new opportunities to create more authentic […]
Using Current News to Facilitate Innovative Learning
Using current live issues to explore theory and practice: an example from City Planning. Walking as pedagogy: Tackling urban issues through experiential learning.
Enhancing student engagement and subject knowledge using task-based team learning
by Dr Lovleen Kushwah and Dr Eva Pocher Background Enhancing student engagement using collaborative work in a framework of taught topics is nothing new. Team-based learning facilitates conceptual understanding and helps students develop communication skills (Gosser, 2001). It has been incorporated in our teaching practice to overcome a challenge in one of our Undergraduate Economics […]
The Value of SoTL: Reflections on ‘Becoming’ an Early Career (Teaching) Academic
Doctoral education can be considered an ‘apprenticeship’ (Park, 2015); where a new generation of practitioners (doctoral students) engage in on-the-job training (research and teaching) to become sufficiently adept at a profession (academia). In the first year of my doctoral studies (early 2010s), I remember attending a talk about ‘becoming an academic’, where we were told the […]
Three questions on student learning:
SoTL in a professional services role I’ve enjoyed carrying out a number of SoTL projects while working in a professional services role at the University of Glasgow. So how do you get involved in SoTL if you’re not a lecturer or tutor? And what can this perspective bring to SoTL projects? SoTL isn’t just ‘something […]