Developing Solutions for Equality, Diversity & Inclusion (EDI) in the Architecture, Design and Built Environment (ADBE) through Active Collaboration & Co-creation.

Author: Anthony Ogbuokiri, Nottingham Trent University 1.1 What we did This Seedcorn project sought to provide answers to the following questions: What are the challenges of equality, diversity & inclusion, factors responsible for these challenges, intersectionality of factors, impact, and possible solutions? The project captured resources from the ‘ADBE EDI matters’ competition; a new initiative […]

SoTLWriMo: a collaborative reflection

Authors: Sarah Honeychurch, Nathalie Tasler and Alison McCandlish During the month of November some of us in the UofG SoTL Network have been participating in SoTLWriMo. Inspired by other initiatives such as NaNoWriMo and AcWriMo, this was a collaborative endeavour to try to write regularly and motivate ourselves and each other throughout the month. We […]

Reflecting on the Big Question from TILT ALT 2023: Should we change the way we assess reflection?

Author: Iain Wilson, Nottingham Trent University Table of Contents Earlier this year I had the pleasure and privilege to present at the Trent Institute of Learning and Teaching (TILT) Annual Learning and Teaching Conference about a core passion of mine; Reflection. I presented the Big Question: Should we change the way we assess reflection? Exploring […]

Data Sharing in SoTL Projects

AuthorMary DonaldsonResearch Data Service, University of GlasgowWith contributions by: Gemma Tougher (Deputy Head of Data Protection & Freedom of Info) and Georgina Wardle (Head of University Ethics Committee, School of Education), University of Glasgow We have been asked recently about appropriate sharing of data from SoTL projects – when can datasets be shared with other […]

We’re all in this together: Reflections on my SoTL journey to embrace Authentic Assessment

Author: Samantha ReadNottingham Trent University Table of Content When looking at the Four Pillars of SOTL, I am immediately drawn to the first pillar – ‘Passion’ – as this is the baseline for everything that I do within my role as Learning and Teaching Manager for Nottingham Business School (NBS). Over the past year, my […]

Creative Pedagogies: a student-staff exploration of underpinning concepts

Authors (Blog):Dr Linnea Soler & Dr Smita OdedraAuthors (Resource):Drew Gupwell & Sinead O’Hara (BSc project students)Smita Odedra & Linnea Soler (project co-supervisors)School of Chemistry, University of Glasgow Table of Content Reflections Curiosity, coupled with a deep-desire to enhance the student learning experience (SLE), drives, and underpins our SoTL and discipline-based education research (DBER). In-fact, our […]

Mapping Scholarship in a large School of Social Sciences

Authors Rose Gann (Head of Social and Political Sciences) and Julie Hulme (Professor in Psychology Education). Nottingham Trent University Table of Content Mapping Scholarship in a large School of Social Sciences: sharing our approach and initial findings from this project. The Scholarship of Teaching and Learning (SOTL) is widely recognised as providing an evidence base […]

Compassionate Classrooms and Approachable Lecturers–12 Practical Tips

Authors: Lovleen Kushwah and Geethanjali SelvaretnamAdam Smith Business School, University of Glasgow Table of Content Compassionate Classrooms and Approachable Lecturers – 12 Practical Tips  The Higher Education Institutions (HEI) in the UK are being encouraged to get the University mental health charter Award (Department of Education, 2021) to establish a secure and relaxed learning environment […]

Working towards change: a focus on access and accessibility in geoscience 

Author: Pamela CampbellSchool of Geographical and Earth Sciences, University of Glasgow Table of Contents As is true across many STEM disciplines, barriers to accessing and succeeding in the geosciences are widely documented, with the geosciences being recognised as the least diverse of all STEM fields (Mattheis et al., 2022; Gonzales & Keane, 2020). Much change […]