Friday, 30 March 2018
Wednesday, 28 March 2018
FW: Disruptions, Interventions and Liminalities: Critical Performative Pedagogies organised by Dr Lee Campbell
Submissions are welcome for the stream: Disruptions, Interventions and
Liminalities: Critical Performative Pedagogies organised by Dr Lee Campbell
In any pedagogical situation, you want the learners to feel safe. On the other hand, you must know that you may be faced with a group where there isn't a lot of dynamics, there's a lot of sleepiness and so on, and you [the teacher] want to somehow make them active, challenge them. Performative arts would have a lot of strategies (Manfred Schewe, 2016)
This stream asks: 'What happens when performative arts meet pedagogy?' and explores the possibilities of the emerging field of 'performative pedagogy' and its potential as useful and applicable to enabling learning across a range of artistic and possibly other disciplines. We welcome submissions from individuals and groups across all creative disciplines who deploy pedagogic approaches with an emphasis on performativity to drive learning. We invite papers that theorise, articulate and demonstrate some of the possibilities of using a critical performative pedagogy which may showcase good practice of making positive usage of performative teaching and learning.
Joe L. Kincheloe describes critical theorists as 'detectives of new theoretical insights, perpetually searching for new and interconnected ways of understanding power and oppression and the ways they shape everyday life and human experience'. (Kincheloe, Joe L., 2008. Critical Pedagogy. Peter Lang: New York) With a similar curiosity around power plays, we are most interested in receiving submissions that reflect upon how power may be understood in critical pedagogy in relation to 'the effects of power on shaping and misshaping the pedagogical act' as a means of (re)thinking how power relations may operate in teaching practice. Applying Michel Foucault's understanding of social power (1980), we envisage performance as a tool to make power relations visible (making performance as mirroring power plays that take place in all forms of daily human existence).
Raphael Hallett has suggested that students' work tends to be valued in terms of a very circumscribed, clean, clear presentation.
Disruption, intervention, liminalities are forms of expression that do not necessarily correspond with conventional criteria that lean towards focus, precision, clarity, coherence and structure. We encourage submissions where the strategies of performative pedagogy relate in some way to 'disruption', 'intervention' and 'liminality'. Performance Art (and Art per se) is predicated on rule breaking, even on discomforting audiences, especially the elitist audiences of Live Art and Performance. As Dr Jane Munro recently pointed out at Tactics of Interruption, (Toynbee Studios, London, June 2016), interruption is about 'creating new forms – allowing interruption to shape the work – not hiding them'. We are most interested in receiving papers that advocate the power of risk in teaching and learning, that explore disruption/interruption as a 'risky' pedagogic strategy to not only provoke students' participation but also to demonstrate how performative pedagogy can be effectively deployed to break implicit rules surrounding the exchange of power relation between student and teacher.
Please send submissions to: email@example.com londoncritical.org / twitter: @LondonCritical. Submissions should be no more than 250 words and should be received by Monday, 26th March 2018.
Participation is free (though registration is required).
'Compassion and Higher Education'
Wednesday 4th April 4.00pm – 6.30pm, Regent Street, UG04
The University of Westminster invites you to join conversations on the theme of compassion at the third Centre for Teaching Innovation seminar for 2017 – 18. The seminar will be chaired by Dr Kathryn Waddington, Reader in Psychology at the University of Westminster and Visiting Senior Fellow in the Darwin International Institute for the Study of Compassion. The speakers featured are;
"How do we root explicit attention to compassion right into the education system - that is, including in assessment?" - Dr Theo Gilbert School of Humanities, University of Hertfordshire
A growing body of studies in several disciplines corroborate each other's findings on why we must do this for student well-being and for raising group intelligences, both social and academic. But how are we to translate these findings into simple, practical strategies in the class room that could that bear the scrutiny of assessment? Here are some ideas that have made it possible to award individual credit - for use of the evidence-based micro-skills of compassion in group work - on some modules in the Business School, Computer Science and the Humanities at the University of Hertfordshire.
'From cohort to community - creating a collaborative, caring and engaging learning experience for Level 4 Marketing students' - Darrell Kofkin, Westminster Business School
Parsuraman et al (1988) first posited that closing the service delivery gap can help to ensure customer expectations are met or exceeded. Designing and planning courses that meet the expectations of a 'Gen Y' tech-savvy student can therefore have a significant impact on enhancing the student experience, leading to improved National Student Survey satisfaction scores. Courses and associated modules must be designed with the target audience in mind. Therefore it is critical that if we are to attract students to our courses in an increasingly competitive market, and if student satisfaction levels are to rise, then courses must become trusted communities of faculty and students where value is exchanged, shared, co-created (Vargo and Lusch 2004) and celebrated.
'Green moments: everyday compassionate practices to re-humanise academic spaces' - Justin Haroun, Faculty of Science and Technology.
The academic world has changed. With increasing pressure, limited resources and diversification of roles, academics often work longer hours and take on responsibilities that are far removed from what they specialised in. In an increasingly commercialised sector there are new pressures that academics are required to navigate in order to "get on" in the profession. From workload allocations to the literal spaces in which academics inhabit the opportunities for connection, dialogue and affiliation are side-lined and undervalued. Universities have always been places of critique and high drive but now they have increasingly become places of high stress. This presentation aims to offer some of the science behind a need for more acts of compassion in higher education, both towards helping others and supporting ourselves. It will explore the everyday practices and acts of compassion and self-compassion that serve to re-humanise the spaces in which thought can flourish. Linking those practices to the science and evidence for their effectiveness.
How to Book: Please request a space on this workshop by emailing firstname.lastname@example.org.
Staff and Educational Development Association
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Monday, 26 March 2018
This symposium aims to explore the relevance of theories of neoliberalism to contemporary education research and to intervening upon and shaping education to create positive change. A key focus of the symposium will be to address whether neoliberalism as a conceptual framework or normative description ('everyone is neoliberal now') is useful to framing understandings of the complex changes underway in education across the globe. The symposium will provide a unique opportunity for participants to engage with a broad range of issues affecting education, from accountability infrastructures and public-private partnerships to repressive pedagogies and new public management.
Keynote speakers will include Professor Richard Hall, Professor of Education and Technology and Co-Director of the Institute for Education Futures, De Montfort University, and Dr Steve Courtney, Lecturer in Management, University of Manchester. Each speaker will discuss how they use neoliberalism in their research, the benefits of such use to developing and deepening new knowledge about education, and the possibilities for intervention and change (if any) made possible by these approaches to education research.
Organisers: Dr Andrew Wilkins (University of East London) and Dr Mark Murphy (University of Glasgow)
Event date and time: 27 June 2018, 10:00-16:00, University of East London, UK
To register for this event please go to https://www.bera.ac.uk/event/neoliberalism-ste
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FW: "Fostering a Culture of Employability and Enterprise" Seminar and the CRA's new Professional Development Award in Supporting Student Employability and Enterprise
• Hold its first Employability and Enterprise Seminar at Birmingham City University. This event will include sessions from Gill Reindl, Peter Chatterton and Luke Millard, experts in employability and enterprise as well as sessions to enable participants to enhance their employability and enterprise provision. I attach a detailed programme and booking form. Further information about the Seminar can be found here.
• Launch the new Professional Development Award in Supporting Student Employability and Enterprise programme to support individual staff. This CPD Employability and Enterprise programme will enable colleagues to develop their knowledge and skills further and, following an assessment of their portfolio, will receive an accredited CPD Certificate to acknowledge their employability and enterprise achievements. See our dedicated website for further information and costs.
CRA members are invited to attend the Seminar and/or participate in the Employability Award at the reduced member's rate.
Please feel free to share the above information with colleagues and as far and wide as possible.
The Centre for Recording Achievement
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Early bird bookings for the SEDA Spring Conference 2018 is now open. If you would like more details please go to the conference website where you will find the booking form.
Dates: 10 – 11 May 2018
Venue: Doubletree Hotel by Hilton, Leeds
Follow discussions about this and other SEDA conferences on Twitter using #sedaconf
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The Association of Commonwealth Universities
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Exploring Transitions in Higher Education for Students and Staff
12th and 13th July 2018, University of Bristol, http://tinyurl.com/q8uhhx4
In this fourth conference in the Enhancing Student Learning Through Innovative Scholarship series the focus is on exploring the transitions and mechanisms by which students and staff are supported and support each other in succeeding in enhancing their academic practice.
Transitions in, through and out of Higher Education impact on both students and staff in today's University. Staff and students grapple with an increasingly complex HE environment with changes to the job market and challenges of uncertainty over their future they pass through a number of complex transitions into, within and out of higher education.
At the same time, the marketization of Higher Education and the impact of increasing student numbers, workloads and uncertainties over the impact of the TEF alongside REF are amongst a range of factors that both encounter.
Against this complex background, the interface between teaching and learning that both parties work within provides a challenging, engaging and supportive environment to work through many of these issues.
Contributions are invited on the role of teaching focused academics in the following topics:
- Enhancing employability through curriculum design
- Confidence & resilience as key skills for transitions
- Balancing student satisfaction with engaged learning
- Enhancing learning through inclusive teaching spaces
In a new move for 2018, we are looking to a range of short 5 minutes talk each a "Snapshot" talk. Snapshots will be combined along themes into groups of 4-6. We'll then have a snapshot session where groups of snapshots are presented together followed by 20-30 mins for discussion at tables of how these ideas could be explored by delegates in their own contexts.
Asides from invited keynotes (TBA), contributions may take the form of
- Talks (15 mins)
- Snapshots (5 mins)
- Panel Discussions (1hr)
- Workshops (2 hr)
Further details for the conference, including submission of abstracts and registration is available at http://tinyurl.com/q8uhhx4. Call for papers closes 30th April 2018.
Thursday, 22 March 2018
The “Ableism in Academia” event is taking place tomorrow, 23rd March 2018 at UCL Institute of Education.
This interactive symposium provides a forum to discuss the pressures and challenges faced by disabled, chronically ill, and neurodiverse staff in HE and FE.
We aim to create a policy-facing manifesto that will challenge academia’s existing notions of able-bodied perfection and provide impetus for change.
We look forward to welcoming colleagues from institutions up and down the country and across The Channel. But for those who did not get a ticket, please, note that there are three break-out events at Birkbeck, University of London for the Bloomsbury Learning Environment, at University of Kent and at University of Manchester.
Or you can follow the debate via our livestream: http://www.ucl.ac.uk/live/ableism-in-academia-2018 and join the debate via twitter @AcademicAbleism #AIA2018 and our dedicated moodle space, for which the joining instructions are here: http://www.nicole-brown.co.uk/joining-ableism-in-academia/
With kind regards
Please, note that I am working part-time and my working days are Tuesdays, Wednesdays and Thursdays.
Mag. Nicole Brown MTeach, DipTrans, SFHEA
Lecturer in Education
Academic Head of Learning and Teaching
Department of Culture, Communication and Media
UCL Institute of Education
20 Bedford Way
London, WC1H 0AL
Office: Room 605
Phone: +44 207 612 6032
Mobile: +44 78 113 128 38
Skype ID: cotrace
7th Annual PedRIO Conference, University of Plymouth, 20th April 2018
Aimed at bringing together leading academics from across the UK and beyond, the conference will present high quality papers, workshops and posters, and will be themed around the following areas:
- enhancing the student experience
- public engagement and pedagogic research,
- students as core: compassion, politics and support in the academy
- gaming and simulation
- the sustainable student
- interdisciplinary learning.
- Jane McNeil is the Director of Academic Development at Nottingham Trent University. We’re gonna need a bigger boat: achieving widespread educational change. This keynote will consider successful strategies for widespread pedagogic development through the lens of the SCALE-UP project at Nottingham Trent University.
- Paul Manners is Associate Professor in Public Engagement at UWE and founding director of the UK’s National Coordinating Centre for Public Engagement (NCCPE). Public engagement, pedagogy and impact: joining the dots and realising common purpose.
Please note that there is no cost to attend this one day conference. Lunch and refreshments will be provided throughout the day.
Register to attend this conference at: https://www.plymouth.ac.uk/whats-on/7th-annual-pedrio-conference
View the programme for the day here
For any queries about the conference, please email firstname.lastname@example.org
Follow us on twitter: @PU_PedRIO
Professor of Higher Education Pedagogy & Head of Educational Development Principal Fellow of the Higher Education Academy (PFHEA) and National Teaching Fellow (NTF).
Room 107, 3 Endsleigh Place,
University of Plymouth, Devon PL4 8AA
Tel: 01752 587614
Follow me on Twitter: @profdcotton
Read my latest papers :- on Pedagogic research and REF ‘The Cinderella of Academia’ in Studies in Higher Education – free ePrints here: http://www.tandfonline.com/eprint/YQQPWYHBzjHFN68xGxxI/full
- and Using an Immersive Induction Module to enhance transition to HE, Teaching in Higher Education – free ePrints here: http://www.tandfonline.com/doi/full/10.1080/13562517.2017.1301906
- plus ‘Is students’ energy literacy related to their university’s position in a sustainability ranking?’ Environmental Education Research Free ePrints here: http://www.tandfonline.com/eprint/IbbPACD6uNBJgpFId6hh/full
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Wednesday, 21 March 2018
FW: An invitation to the Brunel University London Annual Learning and Teaching Symposium - 18th April 2018
For the first time ever, we are opening up our annual University Learning and Teaching Symposium to colleagues from outside Brunel and I would like to invite you come along. Bookings are live now and you can view the schedule for the day here. The booking link will take you through to our EventBrite page. It is FREE to attend so please do sign up and come along to Uxbridge in west London for the.
The focus for the event is on Inclusion and Engagement and our keynote speakers will be talking about how to design student wellbeing into the curriculum. There is also an extensive variety of workshops to choose from and ample opportunities for networking. The event promises to be a very good use of your time so please do come along day and pass this information along to interested colleagues.
I look forward to seeing you there.
Dr Fiona Denney BA (Hons), PGCHPE, MA, PhD
Principal Fellow, HEA
Director - Brunel Educational Excellence Centre
T +44(0)1895 267548 / 07782274005 | E email@example.com
Brunel University London
Brunel Educational Excellence Centre
Uxbridge, UB8 3PH, United Kingdom
T +44(0)1895 274000
- See my chapter in: 53 ways to enhance researcher development
- See my chapter in: Inclusive Leadership in Higher Education
Next session: Shades of meaning: nuance in written and audio feedback 4 Apr 2018.
Presenters: Elena (Ellie) Woodacre and Sandy Stockwell (University of Winchester, UK)
This session will explore findings from research into the intriguing differences between student and tutor perceptions of feedback comments, particularly tutor intention as opposed to student interpretation. We will highlight responses from student interviews and provide 'takeaway' suggestions on how we might enhance best practice on giving feedback to students.
Further information and registration:
The Transforming Assessment webinars are part of a series of free events covering a range of assessment and e-assessment topics.
Sessions are hosted by Professor Geoffrey Crisp, PVC Education, University of New South Wales and Dr Mathew Hillier, Monash Education Academy, Monash University, Australia.
Further information on this and future events, recordings of past sessions, links to resources and participation/technical help on using the virtual seminar system can be found on our website at transformingassessment.com
Support for this activity has been provided by the Australasian Society for Computers in Learning in Tertiary Education (as the 'e-Assessment SIG'), the Australian Government Office for Learning and Teaching, University of New South Wales, Monash University and the University of Queensland. The views expressed in this publication/activity do not necessarily reflect the views of the sponsoring institutions.
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Dr Mathew Hillier
Honorary Academic/Snr Lecturer
The Institute for Teaching and Learning Innovation
(was 'Teaching and Educational Development Institute'),
The University of Queensland, Australia
Monash Education Academy,
Monash University, Clayton Campus (Melbourne), Australia
Monday, 5 March 2018
Student Experience Conference 2018: Final call for contributions
How can Higher Education providers ensure we are offering students a ‘value for money’ experience?
This is a reminder for the final call for contributions for the Student Experience Conference, to be held on the 3 May 2018 at the University of Derby.
The conference will be centred around the theme of ‘value for money’. The HEA’s Student Academic Experience Survey (Neves and Hillman, 2016) shows that student perception of receiving a value for money experience has decreased year-on-year since the tuition fee increase in 2012. This conference invites delegates to share best practice and experiences in understanding and providing a ‘value for money’ student experience.
There’ll be two keynote sessions in the day – one to be delivered by Professor Liz Thomas, of Liz Thomas Associates, and the other to be delivered by students from the University of Derby.
We welcome submissions based on the following themes:
- Student Voice – how can providers understand from students what constitutes a ‘value for money’ experience?
- Employability – research (NUS, 2008) indicates that the top reason students choose to study at university is to get a job or gain employability skills; what employability initiatives have been introduced by providers and how have these impacted on the student experience?
- Student Engagement – there is a lot of activity in the sector on engaging students in their university experience, working in partnership with students to move away from the idea of students as passive consumers. What has been done so far, what has the impact been, and what next?
This conference has been developed with students and to continue the ethos of students as partners we ask that all presentations are co-delivered (or exclusively delivered) by students.
Submissions need to be sent to firstname.lastname@example.org by 14 March 2018. We welcome submissions from students or staff in Higher Education, as well as partnership organisations. Your proposal should indicate whether your session will be a presentation or workshop; please find the submission template attached to this email. We will confirm accepted proposals by 23 March 2018. If your proposal is accepted, you must register as a conference delegate (cost of £50 per delegate) – registration details will be circulated in the coming weeks.
For any queries, please contact us by emailing email@example.com.
Student Experience Team
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