Author: Dr. Federica Farolfi. Students at postgraduate taught (PGT) level rarely have the chance to design an experiment independently and receive detailed, tailored feedback. While some, particularly those with a background in Psychology, may have had some experience conducting surveys, this is typically done under close supervision. As a result, the process of designing an […]
Tag: #Scholarship of Teaching and Learning
Reflections on the 19th Annual Learning & Teaching Conference
By Sarah Honeychurch The 19th Annual Learning and Teaching Conference took place this year over two days – on campus on Monday 30th March in the James McCune Smith Learning Hub (JMS) and online on Wednesday 1st April over Zoom. This year the theme was Inclusive Education in a Changing Environment, with sub-themes chosen to […]
Reflections on presenting SoTL work at an L&T conference
Author: Kirsten McKay Bounford Does anyone else have imposter syndrome? I’d never presented at a learning and teaching conference before. For the past couple of years, I’d attended these events as a curious observer, interested in the themes and hot topics, but feeling very much on the sidelines. This year, however, I found myself stepping […]
Day 6: Inclusive teaching
Unlearning and Relearning: Decolonising an Individual Differences Course Through a Student–Staff Partnership Leyla De Amicis, Hannah Thompson, Hsin Cheng Chang, Sijia Wen & Michele Vincent The psychological investigation of ’Individual Differences’ has historically excluded knowledge originating from the Global South and marginalised and/or discriminated groups (Readsura Decolonial Editorial Collective, 2022). A decolonial perspective responds to […]
Day 5: Game based learning
Building a community of learners through game-based activities Marika Salonna and Mary McVey Group work is a frequent component of higher education assessments, but it can be challenging, especially in online courses where students have limited opportunities to meet in person (Donelan and Kear, 2024). In our Level 1 online course Current Directions in Life […]
Day 4: Active citizenship
Everyday Geography Leads to Active Citizenship Angela Curley Context: MEd Year 3 Elective: Heritage, Citizenship & Sustainability This piece of scholarship has its roots in developing self-efficacy in primary student teachers within the social studies context. The students indicated a lack of confidence in teaching around heritage, citizenship and sustainability in their placements, so I […]
Day 3: Belonging
The Hidden Curriculum of Isolation Hayley Connell, Julie Langan-Martin and Fiona Sim Online study comes with a host of advantages that make it unique. This approach to learning affords students maximum flexibility around other commitments (Östlund, 2009). Students studying online may work full time, and most do, allowing them to fund their studies. The asynchronous […]
Day 9: Integrity and Knowledge in learning and teaching
Championing Academic Integrity in Large Dissertation Cohorts Geethanjali Selvaretnam University degrees invariably require students to undertake a substantial piece of independent work. Our postgraduate students achieve this through the dissertation, which involves independent research and is worth a third of the required credits for the programme. By design, the dissertation is a take-home assessment written […]
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 […]
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 […]
Open SoTL Journal
Authors: Matthew BarrHead of Education & Practice Section, School of Computing Science, University of GlasgowVicki Dale, Nathalie TaslerAcademic and Digital Development, Academic Services, University of Glasgow Table of Content Our Story so Far It all began with a paper Vicki and I tried to submit together with our students, and one journal in particular, sent […]
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 […]
SOLO: a framework for thinking skills
Today we share a video by Nicola Jones, Lecturer in the School of Education