Thursday, 22 August 2019
Tuesday, 13 August 2019
A four-day symposium for educators
Teaching and supporting students in higher education within the current environment of political and financial uncertainty, is difficult. Increasing workloads and expectations, and growing anxiety and poor mental health amongst staff and students, reflect the challenging nature of both working and studying in modern day universities. Contemplative pedagogy, with its active embrace of the subjectivities of learners and educators, combined with its call for slowing down, feeling and connecting goes against the prevailing trends in higher education today. Growing research points to the value of contemplative approaches in teaching and learning, to deepen understanding, build community and improve the wellbeing of students and those teaching and supporting them.
The theme of this contemplative pedagogy symposium is building confidence and community and it is relevant for anyone with an interest in contemplative ways of teaching and learning, no matter their level of experience or formal role. The event will include workshops run by participants who will demonstrate how they use contemplative practices in teaching, learning and the support students. There will be time to engage in contemplative practices together and actively build our community. Through the use of Open Space Technology, there will be deep exploration of your own questions and the gentle fostering of confidence and community.
At this point we envisage three key areas for exploration:
- How do we slow and deepen learning both for ourselves and our students?
- How do we build community both within our institutions and outside, so that difficult social challenges such as social justice and inequality can be explored meaningfully and tackled effectively?
- How can contemplative pedagogy contribute to culture change so that we might create a more just and sustainable future in and through higher education?
Early Bird Employer funded: £510 (available until 31.05.19)
Early Bird Self Funded: £410 (available until 31.05.19)
Employer funded: £590
The symposium fees include tuition, all meals (from Monday lunchtime until Thursday lunchtime) and accommodation in single rooms with shared bathroom facilities onsite at Emerson College.
For more information and to book your place click here.
Friday, 2 August 2019
Identity, Agency, and Choice – personal approaches to researcher development
09:30 – 16:30 | 18th October 2019 | King's College London
National guidance suggests that early career researchers can expect to use 15–20% of their research time for professional development. This is a generous offer, and so it is important that every researcher can find value and relevance in the professional development activities that institutions offer. Yet, what 'valuable professional development' means for each researcher will be different. Identities at work, and at home, previous learning and work experiences, different national contexts, systemic inequalities, and future intended career trajectories, will all create different support and development needs for each individual.
If we start from the position of helping researchers to appreciate that learning is everywhere, not just in the training room, we can raise their awareness of the development that takes place through, for example, their peer-groups, committees, relationships and disciplinary networks. In tandem, we must also help researchers to navigate the huge amount of internet-based advice and guidance available to them in the form of blogs, webinars, podcasts, video series, online courses and social networks. Creating in-house development provision that resonates with each researchers' needs and preferences, aligns with the expectations of the funders, and satisfies strategic drivers, layers complexity on complexity for best practice in researcher development.
With so much on offer, how can we ensure personalised learning for each researcher? This conference seeks to present and discuss themes that are related to the policies and practices of researcher development including but not limited to: identity, agency, choice, the hidden curriculum, adult learning, coaching, mentoring and self-reflection.
The fifth annual REDS conference will provide an opportunity to explore pedagogical, theoretical and conceptual approaches. The conference leaders also particularly wish to explore the wider role of researcher developers in influencing policy and strategy development in institutions.
Our full programme can be found here: https://www.sheffield.ac.uk/polopoly_fs/1.857809.1564567805!/file/REDS2019FULLProgramme.pdf
Who should attend? Researcher development colleagues, careers consultants, staff developers, academic researchers in higher education disciplines, and HE policy makers.
Register here: http://bit.ly/REDS2019
Amy (on behalf of the REDS2019 organising committee)
Dr. Amy Birch
Research Staff Development Consultant | Centre for Research Staff Development
King's College London
5.11 Waterloo Bridge Wing | Franklin-Wilkins Building | London SE1 9NH
Pronouns: She, Her
Working hours: 9:00-17:00 Mon-Fri. I do not expect a response from any email I send outside these hours.
Tuesday, 30 July 2019
Monday, 29 July 2019
Fwd: Programme and Registration: Towards Meaningful Partnerships: Student-Staff Collaborations to Enhance Learning and Teaching across the Disciplines
We are happy to announce that the preliminary programme for the above symposium taking place at the University of Surrey on Monday 16th September is now available on our website:
Confirmed plenary speakers:
Professor Alison Cook-Sather, Bryn Mawr College, USA [virtual keynote]
Professor Mick Healey, HE Consultant and Researcher, Emeritus Professor at the University of Gloucestershire, UK
Dr Ruth Healey, Associate Professor in Higher Education at the University of Chester, UK
You can register by following this link (places are limited):
Please email email@example.com if you have any queries.
Dr Nadya Yakovchuk
Learning Development Adviser, Academic Skills and Development, LLSS
Teaching Fellow in Higher Education, Department of Higher Education
University of Surrey