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Do students need preparation to know how they might judge good teaching? They will think differently at the start and end of their degrees. Need to think carefully about student role in judging good teaching.

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The first question intrigues us - what do we mean by the student voice in relation to recognising good teaching?

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What do we mean by good teaching from the student perspective?

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Does it require clarification of what good teaching is and what we value and why.

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Introduce students to failure in low stakes activity early on 'Marshmallow' challenge

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Easier to capture student voice when students are with us, but once they graduate and they perhaps recognise more the impact of their teaching experience, how do we capture these alumni voices?

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How do we ensure students feel safe to have a voice which enables them to be themselves and express themselves meaningfully?

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Do students want to be teachers? Maybe we need to clarify the language here. How do we develop their autonomous behaviour.

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using low stakes failure as opportunity to demonstrate how people can learn from failure

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using low stakes failure as opportunity to demonstrate how people can learn from failure

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The lecturer needing to recognise and understand that the students of today are very different to how we were when we were students.

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Give people an shared activity to do togerther to build relationships

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Transitions into university, throughout university and beyond university are also things that the teacher needs to be aware of when working with their students.

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Ice breaking activity: guided tour around city focused on subject-related sights

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What makes something safe or unsafe?

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Breaking down barriers between staff and students - sharing stories and experiences

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Prioritising student confidence as essential.

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Leave the spelling mistakes in.

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Building communities as an organic process and seeing the classroom as a "we" instead of "teacher vs student".

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Pre-empting pinch points

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When students are questioning - is this for me? Do I fit here? We need to intervene and welcome them back in. Make sure students are aware there are always more opportunities to catch up and connect.

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Importance of teachers demonstrating they care, learn students names, demonstrating students matter. Check in with students regularly how they are doing. Need for teachers to embrace this approach to teaching.

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Case study: student emotional journey - mapped out potential pinch points. Might be NTU?

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Uni of Nottingham - 'wobble week'

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Book recommendation: The Pedagogy of Compassion at the Heart of Higher Education edited by Paul Gibbs

The Pedagogy of Compassion at the Heart of Higher Education | SpringerLink

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Advertisement

First volume focusing on compassion in higher education

Examines how the university can reclaim its moral leadership

Develops a pedagogy of compassion in two critical areas: curriculum and assessment

About this book

This book offers a moral rather than instrumental notion of university education whilst locating the university within society. It reflects a balancing of the instrumentalization of higher education as a mode of employment training and enhances the notion of the students' well-being being at the core of the university mission. Compassion is examined in this volume as a weaving of diverse cultures and beliefs into a way of recognizing that diversity through a common good offers a way of preparing students and staff for a complex and anxious world. This book provides theoretical and practical discussions of compassion in higher education, it draws contributors from around the world and offers illustrations of compassion in action through a number of international cases studies.

Reviews

"The Pedagogy of Compassion at the Heart of Higher Education, Gibbs collects diverse ideas about compassion in higher education. This volume can serve as a guide, for individuals and institutions alike, for an engaging historical and topical conversation on the wide-ranging ways to integrate ideas of spirituality and humanity into realms that have increasingly come to seem consumerist." (Matt Kubacki, Reflective Teaching, wabashcenter.wabash.edu, July, 2018)

Editors and Affiliations

The Burroughs, Middlesex University, London, United Kingdom

Paul Gibbs

About the editor

Paul Gibbs is Director of Education Research at the University of Middlesex. He is a professor of the University, founder of the Centre for Education Research and Scholarship and an Honorary Research Fellow at the Open University in Hong Kong and the University of Cyprus. He is an educator and researcher, having taught notions of transdisciplinarity alongside social realism and Heideggerian hermeneutics, and has over thirty successful transdisciplinary professional doctorate students. He has published twenty books on topics ranging from the marketing of higher education to vocationalism and higher education, and has published more than eighty academic articles. His particular approach to transdisciplinarity that informs his work is through the works of Heidegger, neo-Confucian thought and the insights of Basarab Nicolescu. He is also the series editor of SpringerBriefs on Key Thinkers in Education and Debating Higher Education: Philosophical Perspectives for Springer Academic Press.

Bibliographic Information

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The Pedagogy of Compassion at the Heart of Higher Education

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Advertisement First volume focusing on compassion in higher education Examines how the university can reclaim its moral leadership Develops a pedagogy of compassion in two critical areas: curriculum and assessment This book offers a moral rather than instrumental notion of university education whilst locating the university within society.

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Student engagement has changed. Student's lives are different from pre-Covid. Many commute, work, are dealing with cost of living crisis, experienced Covid in varied ways. Our students are changing and so is engagement. We need to connect with students to understanding this.

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Book recommendation: Towards the Compassionate University: From Golden Thread to Global Impact edited by Kathryn Waddington

Towards the Compassionate University: From Golden Thread to Global Imp (routledge.com)

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Part I: The Need And Foundations For Compassion

1. Introduction: Why Compassion? Why Now?

Kathryn Waddington

2. From 'Me' To 'We': Change The Pronoun, Change The World

Maurice Irfan Coles

3. Darwin, Evolution, And Compassion In The 21st-Century University

Dermot Breslin

Part II: Compassion In Action

4. Action Learning As A Vehicle For Compassion

Kathryn Waddington And Yusuf Kaplan

5. Dreaming Of Compassion

Coreene Archer

6. Befriending Ourselves: Self-Compassion

Jenni Nowlan

7. Flourishing In The University Understory: Could Compassion Help?

Justin Haroun

8. Holistic Business Psychology Practice: Towards Building A Culture Of Compassion In Higher Education

Lisa Matthewman

9. Compassion: An Antidote To Neoliberal Higher Education Policies In England

Frands Pedersen

10. Compassion And Tolerance: Their Relationship In A Spirit For Turbulent Times

Yusuf Kaplan

Part III: Towards The Compassionate University

11. What Constitutes A Compassionate University?

Tony Belak And Kathryn Waddington

12. Care, Concern, And Compassion In Higher Education

Patrick Pietroni

13. Concluding Remarks

Kathryn Waddington

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Towards the Compassionate University: From Golden Thread to Global Impact

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This book makes a significant contribution to the need for compassion in the 21st-century neoliberal university. Compassion is a process that involves (i) noticing that suffering is present in an organization; (ii) making meaning of suffering in a way that contributes to a desire to alleviate it; (iii) feeling empathic concern; and (iv) taking action.

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https://journals.studentengagement.org.uk/index.php/studentchangeagents/article/view/1253 Co-creating feedback dialogue tools through course evaluations

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https://doi.org/10.1080/07294360.2019.1684454 Learning together: a transdisciplinary approach to student–staff partnerships in higher education

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Book recommendation: Refiguring Universities in an Age of Neoliberalism: Creating Compassionate Campuses by Louise J. Lawrence

Refiguring Universities in an Age of Neoliberalism: Creating Compassionate Campuses | SpringerLink

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"Lawrence turbo-charges a spreading collective awareness, sharpening quickly in the pandemic, that the current university campus model is unsustainable, unsafe. She goes to the root of the problem, no punches pulled, on why it is compassion that is the institution's most realistic hope of changing course away from generating suffering on an industrial scale, and towards its central, publicly agreed remit: to serve the public good. This courageous, powerhouse of a book is richly researched and beautifully written in plain accessible language. It lights the way to HE's best chance of its own survival in the coming few decisive years."

- Theo Gilbert,Associate Professor in Learning and Teaching, University of Hertfordshire, UK

"A powerful and insightful call for action on the necessity and practicalities of embedding compassion throughout higher education. A fascinating and deeply thought-provoking read."

- Kate Lister,Lecturer in Education Studies, Open University, UK

This book examines the role of compassion in refiguring the university. Plotting a reimagining of the university through care, other-regard, and a commitment to act in response to the suffering of others, the author draws on various humanities disciplines to illuminate the potential of compassion in the campus. The book asks how the sector can reclaim the university from the tides of neoliberalism, inequalities and increased workloads, and which moral principles and competencies would need to be championed and instilled to build inclusive citizenship and positive connection with others. A value that is too scarcely taught, experienced, or advocated in contexts of higher education, compassion is reframed as an essential pillar of the university and a means to an epistemically just campus and curricula.

Louise J. Lawrence is Professor of New Testament Interpretation at the University of Exeter, UK. She currently serves as Co-Head of Department, but has been involved in Education Leadership at Exeter, with a particular interest in curricula design focused on Equality, Diversity, and Inclusion, and Student Mental Health and Wellbeing.

compassion higher education neoliberalism campus climate inclusive curricula epistemic justice student wellbeing

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Refiguring Universities in an Age of Neoliberalism

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"Lawrence turbo-charges a spreading collective awareness, sharpening quickly in the pandemic, that the current university campus model is unsustainable, unsafe. She goes to the root of the problem, no punches pulled, on why it is compassion that is the institution's most realistic hope of changing course away from generating suffering on an industrial scale, and towards its central, publicly agreed remit: to serve the public good.

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Need to know more about student circumstances: understand if commuting, for example, extent of part-time jobs

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How can you share potential pinch points with students so that they might be prepared for - would it be better received from a student who took the course last year?

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Book recommendation: Developing Pedagogies of Compassion in Higher Education: A Practice First Approach edited by Kathryn Waddington and Bryan Bonaparte

Developing Pedagogies of Compassion in Higher Education: A Practice First Approach | SpringerLink

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Developing Pedagogies of Compassion in Higher Education

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This collection addresses intersections and gaps between practice, theory, and research that both connect and divide compassion and pedagogies.

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Get students from higher levels to do a 'if I knew then what I know now' videos to share with students who are starting on their journey.

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Increase opportunities for peer to peer interaction

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Show that we value staff/student partnership through payment, for example

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Ensure diversity of representation in mentors - involve in activities such as reviewing assessment guidance

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For students to become teachers (if that's even the right language) we need to create space for their experiences to be relevant to what is being taught/learnt.

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Do we make first year early weeks of uni less demanding than school? Could we do more co-created courses in early stages before students become used to lectures, tutorials labs etc. Evidence base for co-creation is growing and maybe we should be ensuring ALL students have a chance to co-create and become teachers.

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An authentic process can help. Working with external stakeholders on specific tasks that are then assessed. Getting the students to support real or fake companies that are asking for support. The students can then keep a reflective journal so that they are not fed too many formative tasks but are working throughout their course on a specific case or task.

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Working from a baseline idea that students have influence on.

So the LO may have play to approached differently. So an essay or podcast etc.

The students may have control over certain aspects, but have to understand that they are having to adapt within a framework.

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Diversifying assessment types used in Biosciences degrees

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Co-Creation - Project for younger mature students

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Co-Creation - Project for younger mature students

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https://bit.ly/MGNPilotReport2223

https://www.leeds.ac.uk/student-success/dir-record/profiles/22731/the-middle-ground-network-for-younger-mature-students

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The Middle Ground Network for younger mature students

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The Middle Ground Network for younger mature students

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Read about the inspiring projects that UCL ChangeMakers has supported previously. We have organised these thematically so you can easily find what you are looking for.