#15toptips for Student-Centred Teaching 1: Trust your students and they will trust you

Teaching in higher education can be hugely rewarding experience. However, most of us teaching in higher education found our way into this role because we had previously built-up a considerable body of discipline-specific expertise via our research. As a landscape historian, when I first started teaching as a PhD student my first thought was to think about what I wanted to teach (content), rather than HOW I was going to teach (pedagogy). I ‘knew my stuff’ in terms of the history, but was less than confident in designing a pedagogical approach that would ensure that the students learnt what I wanted them to. Continue reading

#15toptips for Student-Centred Teaching: Introduction

At the beginning of a new year, are there reasons to be cheerful?

Welcome to the first of my SEDA blogs. I will be writing 15 blogs over the next calendar year and look forward to hearing some of your views on issues relating to teaching and learning. Continue reading

The University as Community: lessons from research

Recently I gave a ‘lecture’ in the college of which I am a part, a ‘reflection on my research, both quantitative and qualitative elements’. On the day, just 8 people came along, so in a lecture room that holds 500 that felt a little odd. Cosy though. However, whilst a tad disappointed, I reflected that this event HAD given me the chance to do some reading – on the philosophy of science; to dig out some pics of myself as a postdoc in Japan 30 years ago (below); and to reflect on the nature of the university. I also decided to try Slideshare, and I uploaded the slides (see below).

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Advancing Practice In Academic Development: Chapter 12 Researching academic development

Book

Edited by David Baume and Celia Popovic
Routledge – The Staff and Educational Development Series
Publication January 2016

You can order your copy here

Chapter summaries and extracts will on the SEDA Blog over the coming months. (There may be small differences between these and the published versions)

Please add your comments! Continue reading

Advancing Practice In Academic Development: Chapters 9 to 11

Book

Edited by David Baume and Celia Popovic
Routledge – The Staff and Educational Development Series
Publication January 2016

You can order your copy here

Chapter summaries and extracts will on the SEDA Blog over the coming months. (There may be small differences between these and the published versions)

Please add your comments! Continue reading

SEDA Research and Evaluation Small Grants 2017

What are SEDA small grants? 

SEDA small grants continue to be a very sought-after source of support for researchers wanting to learn more about issues associated with educational development.  They are available to provide support for research and evaluation in staff and educational development with the aim of continued improvement in the quality and understanding of educational development practices. Examples of the types of projects which have been completed span a wide range of themes including building and evaluating the impact of fellowship (Wisker, 2004); CPD habitus and the UK Professional Standards Framework (Hall, 2007); integrating the student voice into the PGCert (Peat, 2009); how to get academic peers to develop their scholarly activity (Parker and Quinsee, 2011) and developing a shared situational judgement/case-based training resource for supporting the development of Graduate Teaching Assistants in Higher Education (Mountford-Zimdars et al., 2016). Examples of previous reports can be found on the SEDA web-site. Continue reading

What SEDA means to me

I have been undertaking educational development activity for many years. For about a decade of those years I was working in nurse education and was fortunate enough to be involved in the setting up of an education development unit in a school of nursing and midwifery. In 2008 I moved into a central role in the across institution Centre for Education and Academic Practice. As with many other centres ours has changed its name over the years. I have always been fortunate to have great colleagues to work with however it was not until my move the central centre that I became aware of SEDA and its work. I went along to a conference with a colleague and presented and was suddenly part of this great community of people who were supportive, asked about your work and offered comments and suggestions. Over the few days at the conference I realised how this was a network that I really wanted to be part of and share my work as well as learn from others. Not doing things in a moderate fashion, and encouraged by Julie Hall, I jumped with both feet and offered to join the conference and events committee that just happened to have some space on it. Did I know what I was doing in terms of workload etc. no, BUT I did know this was one of the most supportive groups of people I had been able to discuss education developments with. Continue reading

Reflection on demand?

Reflective practitioners? Reflection on action? Reflection in action? But what are the conditions when real reflection is more likely to happen? What kinds of evidence of reflection may there be? Do any of these lead to sensible metrics to try to ‘measure’ reflection? Are there indeed any realistic, objective assessment criteria which can be applied to evidence of reflection? And how is one supposed to compose some reflective writing anyway? Too many questions! Is composing this little piece for SEDA helping me to reflect? Well, hopefully. Continue reading

Advancing Practice In Academic Development: Chapters 5 to 8

Book

Edited by David Baume and Celia Popovic
Routledge – The Staff and Educational Development Series
Publication January 2016

You can order your copy here

Chapter summaries and extracts will on the SEDA Blog over the coming months. (There may be small differences between these and the published versions)

Please add your comments! Continue reading

SEDA writing retreat: space to think and space to write

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On a bright and sunny spring morning a small group gathered from around the UK for the annual SEDA writing retreat. The sun was glinting off the Woodbrooke’s creamy magnolia and the grass was fresh and green. We had come from all directions to Birmingham. Woodbrooke is a beautiful old mansion build originally by one of the Quaker industrialists.  In more recent times it was a Quaker college and now provides education, space and quiet for a range of courses both Quaker and otherwise. It is on the edge of Bourneville, in beautiful, extensive grounds.  We shared the space with others taking courses on counselling the bereaved, acting ethically as solicitors and a refresher course for nurses. Continue reading