Category Archives: HE

Towards Inclusivity

A recent HEFCE blog post reminds of the need to continually consider inclusive practice in HE. Many universities are responding to the need for inclusivity with a range of policy approaches, guidance documents, suggestions for best practice and the internal … Continue reading

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9 Things to do with Assessment Rubrics

I’ve used rubrics in assessment marking since I first held an academic role some fifteen-ish years ago. For me, rubrics are an essential tool in the assessment toolkit. It’s important to recognize that they are not a ‘silver bullet’ and … Continue reading

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International staff development in teaching and learning: Lessons learnt

At the end of another period of working with lecturers from overseas I thought it would be useful to pause for thought and identify lessons from working in the area of transnational staff development. I have just completed my third … Continue reading

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Senior Fellowship (SFHEA) readiness assessment

To help colleagues assess whether they are ‘really good’ Fellows, or instead ‘Senior Fellows’ I have created a three step self assessment exercise. This tries to encourage teaching and learning practitioners to think about the scholarly or evidence based approaches … Continue reading

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(My) Lessons from the flipped classroom

In September 2015 I committed to deliver a thirty-credit module, called The Teaching Practitioner, using A flipped classroom pedagogy. The module is the first of two in a PgC Teaching and Supporting Learning in HE; it is associated with Associate … Continue reading

Posted in Academic Practice (PgC Teaching & Supporting Learning), Facilitation, HE, Technology, Uncategorized, Work-based learning | Tagged | 2 Comments

Lecturers: Find your rockstar!

Much has been written about the value of lectures: It is not clear whether they will endure, or if instead they are dated and doomed. Either way though I don’t see them going away any time soon. While the lecture … Continue reading

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Living scholarship

During a workshop on teaching recognition at Harper Adams University, I was involved in discussion with colleagues about ‘what is scholarship in the context of teaching and supporting learning?’ This discussion is not new of course. Boyer’s four types of … Continue reading

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