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

#53ideas 43 – Most assessment involves (unreliable) professional judgement – and is all the better for it

Over 40 years ago Roy Cox summarised a wealth of research evidence about the reliability of marking in universities. What the evidence showed was that much marking, across a wide range of disciplines and types of assignment and examination questions, was extraordinarily unreliable. Markers disagreed with each other to a startling extent. In some studies, who the marker was contributed more to variance in marks than who the student was. In my own studies of marking, involving multiple markers, most individual student final year project reports received marks that varied by one or two degree classifications. Agreement between markers was rare. Continue reading

Advancing Practice In Academic Development: Chapter 4 Supporting continuing professional development (CPD) for lecturers

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

20th Annual SEDA Conference; a personal view

Scholarship and Educational Development: The importance of using an evidence base for Learning and Teaching, Cardiff 19th-20th November 2015

Arriving at the St. David’s Hotel and Spa in Cardiff the night before the conference started was great, and the venue was very impressive. I was looking forward to the conference focusing on Scholarship and Educational Development, and clearly from the submission of abstracts, and the amount of conference bookings, the topic appealed too many. It is also always good to catch up with colleagues at the conference, and have a few days to reflect away from work. Continue reading

#53ideas 42 – ‘Student engagement’ is a slippery concept

Higher Education experiences fads, some of which pass by unlamented. The buzzword at the moment is ‘student engagement’. Whether it is national bodies, student organisations, institutions, or teaching development units, everyone is pressing the ‘student engagement’ button. Even the recent government Green Paper on the future of higher education in England refers to student engagement. However, a bit like use of the term ‘student centred learning’, the term ‘student engagement’ has come to be used to refer to so many different things that it is difficult to keep track of what people are actually talking about. It also seems to be the case that good evidence about the importance of engagement of a particular form has been co-opted by those interested in promoting other forms of student engagement for which there is actually little or no evidence of impact. The term ‘engagement’ is used to sprinkle stardust on almost any related activity. Continue reading