#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

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