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Third Meeting 2025/26 - Meet our speakers: Professor Martina Doolan

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Third Meeting 2025/26 - Meet our speakers: Professor Martina Doolan

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Dr Martina A. Doolan is Professor of Learning and Teaching at the University of Hertfordshire, UK. She is a recipient of a National Teaching Fellowship, awarded by the UK Minister for Higher Education, and holds Principal Fellowship of the Higher Education Academy (PFHEA). Martina currently serves as President of the International Federation of National Teaching Fellows (IFNTF).

With over 20 years of experience, she has led pioneering work in the design, implementation, and evaluation of collaborative and community-based learning, as well as the integration of technology in education at both national and international levels.

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Third Meeting 2025/26 - Meet our speakers: Professor Suzanne Fergus

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Third Meeting 2025/26 - Meet our speakers: Professor Suzanne Fergus

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Suzanne Fergus is Professor of Learning and Technology Enhancement. In 2016 Suzanne was awarded the Royal Society of Chemistry's Higher Education Teaching Award for her sustained innovations in chemistry teaching. She was also awarded a National Teaching Fellowship in 2017 for excellence in teaching and outstanding impact on student learning and the teaching profession. She is also a Principal Fellow PFHEA

Commitment and advancement using a constructivist blended learning approach is central to her work inspiring students to bridge cognition gaps engaging them with technologies scaffolded and designed to regulate their metacognition.

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University of Hertfordshire (Research Profiles)

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University of Hertfordshire (Research Profiles)

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Suzanne Fergus is Professor of Learning and Technology Enhancement. In 2016 Suzanne was awarded the Royal Society of Chemistry’s Higher Education Teaching Award for her sustained innovations in chemistry teaching. She was also awarded a National Teaching Fellowship in 2017 for excellence in teaching and outstanding impact on student learning and the teaching profession. She is also a Principal Fellow PFHEA

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This session will be dedicated to looking at SoTL culture at a specific institution, in this case the University of Hertfordshire where ISEEC is based. We will have two speaks, Professors Martina Doolan and Suzanne Fergus to discuss the following questions. These questions can be used to guide and interrogate the SoTL culture at your institution:

What does a strong culture of SoTL look like at [name of university], and how would staff and students recognise it in everyday teaching practice?

What structural or cultural enablers are needed to support staff to engage in SoTL meaningfully alongside their teaching, research and professional responsibilities?

How can SoTL be better valued and recognised within promotion, appraisal and workload models to encourage sustained engagement across disciplines?

In what ways can students be actively involved as partners in SoTL, and how might this strengthen both educational practice and student experience?

What practical steps can the University take over the next 12–24 months to move from individual SoTL activity to a visible, connected institutional approach?

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Second Meeting 2025/26 - 18 February 2026

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Second Meeting 2025/26 - 18 February 2026

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This session shares inspiring insights from collaborative SoTL writing groups and the power of writing together. Peter Chalk, James Wilkinson and Kim Tran were participants in the EuroSoTL inaugural collaborative writing group experience co-convened by Professor Earle Abrhamson in Groningen Holland in June 2025. Bringing together colleagues from different disciplines and professional contexts the writing group created space for dialogue reflection and shared purpose through writing.

Peter a Professor in History and Education, James a healthcare professional and Kim a social care worker will reflect on their experiences of collaborative writing including the outputs it generated the confidence it built and the challenges they encountered along the way. Their perspectives will highlight how writing groups can support inclusive SoTL practice and amplify voices that may be less visible in traditional academic spaces.

The session will also offer a brief and practical overview of the opportunities and challenges involved in establishing collaborative SoTL writing groups. Participants will be invited to share ideas consider different models and reflect on how writing groups might be designed to support colleagues within their own institutions and communities. This is an inviting and participatory session for anyone interested in writing as a shared scholarly practice and in nurturing supportive SoTL communities

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18TH FEB 2026 - SOTL COLLABORATIVE WRITING GROUPS

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18TH FEB 2026 - SOTL COLLABORATIVE WRITING GROUPS

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Questions for us to discuss at the end - 1. “What has collaboration enabled you to do in your SoTL work that you could not have achieved on your own?”

2. “What practices or conditions made your collaborative writing group feel supportive, productive, and inclusive—and which conditions do you think are essential for others who want similar success?”

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Following on from the first meeting of 2025/26, please find attached an introductory guide to designing a SoTL project which has been written and designed by the ISEEC group.

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The first session was a whistle-stop tour of how we approach designing a SoTL project. The slides from this session have been uploaded here.

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Add your projects, questions and SoTL challenges here - we will discuss this on the 12th November 2025

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Add your projects, questions and SoTL challenges here - we will discuss this on the 12th November 2025

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ISEEC 2025: Meeting 4, Sharing Best Practice - Microsoft Form

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ISEEC 2025: Meeting 4, Sharing Best Practice - Microsoft Form

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Please find above the Microsoft form that we will be using to collect our examples of best practice and how we share them beyond the classroom.

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In the final session of this year, we are going to reflect on what we've learnt and share best practices for the Personal Challenges that we've identified. We'll be thinking about how we can build on this going forward to disseminate our work more broadly. We'll also be talking about the future of ISEEC and how we want to expand our work going forward.

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Dr Priyanka Roy - ISEEC Personal Challenges No. 3 (07.05.2025)

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Dr Priyanka Roy - ISEEC Personal Challenges No. 3 (07.05.2025)

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Here is further information about Dr Priyanka Roy, Programme Lead for the MSc International Business at the University of Hertfordshire. She will be speaking about the challenge of applying pedagogical excellence to large student groups.

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750 million+ members | Manage your professional identity. Build and engage with your professional network. Access knowledge, insights and opportunities.

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Ayodele Onabanjo - ISEEC Personal Challenges No. 3 (07.05.2025)

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Ayodele Onabanjo - ISEEC Personal Challenges No. 3 (07.05.2025)

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Here is further information about MSc Management at the University of Hertfordshire. It is lead by Ayodele Onabanjo who will be talking about the challenge of applying pedagogical excellence to large students groups.

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Upon graduation, you’ll be in an excellent position to succeed in any chosen sector or industry due to the breadth of the topics covered within the course and the range of specialised skills you’ll develop.

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ISEEC 2025: Meeting 3, SoTL and Teaching Large Groups - 07.05, 2.00-3.00pm (BST)

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ISEEC 2025: Meeting 3, SoTL and Teaching Large Groups - 07.05, 2.00-3.00pm (BST)

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In our third meeting of 2025, hosted on Teams, we will be considering the challenge of applying good pedagogical practice to large student groups. Our speakers will be Ayodele Onabanjo, Programme Leader for the MSc Management at the University of Hertfordshire and Dr Priyanka Roy, Programme Leader for the MSc International Business.

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ISEEC Meeting 2 - AI Challenges and SoTL

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ISEEC Meeting 2 - AI Challenges and SoTL

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Please find the slides used by Sue Beckingham in her presentation on AI Challenges and SoTL. There are so many great resources in this presentation from pracitical tips, to questions to ask yourself, to tools to aid you in teaching and learning.

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ISEEC Meeting 1 - Authentic Assessment Presentation

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ISEEC Meeting 1 - Authentic Assessment Presentation

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Please find the slides used by Dr Euchay Horsman in her presentation on Authentic Assessment. There is an excellent resources list at the end which is well worth looking through.

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Sue Beckingham - ISEEC Personal Challenges No. 2 (02.04.2025)

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Sue Beckingham - ISEEC Personal Challenges No. 2 (02.04.2025)

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Here is further information about Sue Beckingham who will be talking about the challenges of AI at ISEEC's second Personal Challenges meeting.

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Sue Beckingham | Sheffield Hallam University

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Staff Profile for Sue Beckingham, Principal Lecturer in Business Information Systems and Technology and National Teaching Fellow at Sheffield Hallam University

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In our second meeting of 2025, hosted on Teams, we will be considering the challenge of AI. Hosted by ISEEC's Earle Abrahamson, our speaker will be Sue Beckingham, Associate Professor and Learning, Teaching and Assessment Lead in the School of Computing and Digital Technologies at Sheffield Hallam University.

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Dr Euchay Horsman - ISEEC Personal Challenges No. 1 (12.03.2025)

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Dr Euchay Horsman - ISEEC Personal Challenges No. 1 (12.03.2025)

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Here's further information on Euchay Horsman who spoke at ISEEC's first meeting of 2025 about authentic assessment.

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Campus Directory | Southern Arkansas University

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Introduction

Dr. Horsman is an Associate Professor of Counselor Education. She teaches core and Clinical Mental Health Counseling track-specific courses.

Biographical Information

Dr. Horsman's academic preparation includes a bachelor's degree in Communication Training from George Mason University, a master's degree in Vocational Rehabilitation Counseling from the University of Texas-Pan American, a master's degree in Instructional Design, eLearning, and Online Teaching from the University of Wisconsin Stout, and a doctorate in Counselor Education and Supervision from Southern Illinois University Carbondale. Before coming to SAU, she taught at the University of Arkansas at Little, where she was recognized as a distinguished teaching fellow in three academic years. She founded and directed a faith-based free clinic in Little Rock for five years and served on the board of directors at The Gaines House, a transitional residence for women with disabilities in Little Rock, for over three years. Dr. Horsman is an Arkansas Licensed Professional Counselor (LPC), a Certified Rehabilitation Counselor (CRC), and a Certified Forensic Mental Health Evaluator (CFMHE).

Educational Background

Ph.D., Rehabilitation Counselor Education, Southern Illinois University Carbondale, Carbondale, IL

MSEd., Instructional Design/eLearning and Online Teaching, University of Wisconsin Stout, Menomonie, WI

M.S., Vocational Rehabilitation Counseling, the University of Texas-Pan American, Edinburg, TX

B.I.S., George Mason University, Fairfax, VA

Research Interests

Correlates of underage drinking and adulthood substance use disorders and other disabling conditions

Role(s) of ethnicity/race, culture, spiritual beliefs and practices, sexual orientation, and socio-economic background in counseling relationships

Culturally informed mental health services with special focus on underserved, indigenous, and immigrant populations

COVID-19-induced psychological distress and mental illness

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Horsman, Euchay Ngozi | Campus Directory | Southern Arkansas University

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Dr. Horsman is an Associate Professor of Counselor Education. She teaches core and Clinical Mental Health Counseling track-specific courses. Dr. Horsman's academic preparation includes a bachelor's...

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The first meeting, 12.03, 2.00-3.00pm (GMT), took as our opener, the challenge of authentic assessment. Presenting on this subject was Dr Euchay Horsman, South Arkansas University, who led us through the challenges, rewards and approaches to authentic assessment.

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In 2025, we will shift focus from the Grand Challenge to the Personal Challenge, concentrating on key questions and issues that are complex or complicated within the context of practice. We have taken your feedback into account and created a schedule of four key meetings:

February 19th

May 14th

September 17th

November 19th

All meetings will be held from 2-3pm GMT.

Each session will be dedicated to one challenging area of teaching that reflects the needs of the ISEEC community.

To do so, we ask that you share (anonymously) any of your own personal challenges on the MS Form above.

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Easily create surveys and polls to collect customer feedback, measure employee satisfaction, and organize team events.

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After a wonderful year dedicated to looking at ISSOTL's Grand Challenges, we will be on hiatus, planning new and wonderful things coming in 2025. See you then!

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This is the recording of the final ISEEC meeting of the year on 13th November, 'The practice, use, and growth of SoTL'.

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Tim Stafford - ISEEC Grand Challenges Meeting, No. 5 (13.11.2024)

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Tim Stafford - ISEEC Grand Challenges Meeting, No. 5 (13.11.2024)

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Here's further information on Tim Stafford, who will be leading the session on 13.11.2024.

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750 million+ members | Manage your professional identity. Build and engage with your professional network. Access knowledge, insights and opportunities.

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Meeting 13th Nov. 2024 - 'The practice, use, and growth of SoTL'

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Meeting 13th Nov. 2024 - 'The practice, use, and growth of SoTL'

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Our final meeting of the year will be dedicated to the final ISSOTL challenge, 'The practice, use, and growth of SoTL'.

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This is the recording of the ISEEC meeting on 18th September, 'How identities affect both teaching and learning'.

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'Educative leadership – Prioritising learning, getting comfortable with uncertainty and privileging relationships – Reflections for leaders in education' - Alex Morgan, Emmajane Milton, Matt Hutt

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'Educative leadership – Prioritising learning, getting comfortable with uncertainty and privileging relationships – Reflections for leaders in education' - Alex Morgan, Emmajane Milton, Matt Hutt

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A chapter written by our presenters, for the Meeting 18 Sept. 2024, that inspired their session on ISSOTL's Grand Challenge No. 4 - 'How identities affect both teaching and learning'.

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Educative leadership – Prioritising learning, getting comfortable with

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The reality of leadership in education has become increasingly relentless, vast and dynamic and is largely dominated and constrained by high-stakes

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'Enquiry as a way of being: a practical framework to support leaders in both embracing the complexity of and creating the conditions for meaningful, professional learning' - Emmajane Milton and Alexandra Morgan

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'Enquiry as a way of being: a practical framework to support leaders in both embracing the complexity of and creating the conditions for meaningful, professional learning' - Emmajane Milton and Alexandra Morgan

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An article written by our presenters, for the Meeting 18 Sept. 2024, that inspired their session on ISSOTL's Grand Challenge No. 4 - 'How identities affect both teaching and learning'.

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Enquiry as a way of being: a practical framework to support leaders in both embracing the complexity of and creating the conditions for meaningful professional learning

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There is strong evidence that professional learning in schools can positively impact learner experience and outcomes. This conceptual paper draws on key literature focused on understandings of high…

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Alex Morgan - ISEEC Grand Challenges Meeting, No. 4 (18.09.2024)

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Alex Morgan - ISEEC Grand Challenges Meeting, No. 4 (18.09.2024)

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Here's further information about one of our speakers for the meeting on 18.09.2024.

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Biography

I began my academic career as a scientist and completed a PhD in Artificial Neural Networks at Cardiff University. I have taught at both Primary and Secondary level gaining QTS through the Graduate Teacher Training Scheme. I have worked as a specialist ICT teacher providing continuing professional development for experienced classroom practitioners. My experience of working with practitioners to support their professional development includes:

Senior Academic Tutor Primary PGCE Swansea University (2002-2004)

Lecturer Early Childhood Swansea University (2004-2011)

Senior Research Fellow Swansea University (2011-2012)

I am currently Programme Co-ordinator for the Masters in Educational Practice programme for Newly Qualified Teachers in Wales.

I have experience of working on successful funded research projects employing mixed-method approaches. I am currently involved with the Supporting Playful Learning with ICT project, SPLICT (Esmee Fairbairn), Evaluation of 'Pori Drwy Stori' (Bookstart/WG) and the Evaluation of the Foundation Phase (WG).

Research Grants Awarded
Current
£30,000 Booktrust/WG Evaluation of the 'Pori Drwy Stori' Initiative (2012-2015)

£295,915 Esmée Fairbairn Charitable Trust, 'Supporting Playful Learning with ICT in the Early Years' (SPLICT) associate project of the Welsh Institute for Economic and Social Research Data (WISERD) 2010-2012

£20,000 Swansea LEA Sustained shared thinking with ICT in the Early Years (2010 - 2012)
Previous
BECTa grant: The impact of technological experiences on children's approach to developing capability with new ICT tools (with Dr. Steve Kennewell) 2003-4 (£8800)

Cymorth 'Young Researchers' Project 2005-6 (£8,000)

ESRC grant (Teaching and Learning Research Programme): ICT and Interactive teaching Co -applicant 2005-2007 (£111,411)

ESRC/WERN (Teaching and Learning Research Programme) Research Fellowship: The application of ICT to support Sustained Shared Thinking in the Home Learning Environment and pre-school settings (with Prof John Siraj -Blatchford) 2008-2009 (£3,250)

ESRC/WERN (Teaching and Learning Research Programme) Research Associate: Review of the TLRP Literature relevant to the Foundation Phase 2009-2010 (with Prof Trisha Maynard, Jane Waters and Jane Williams (£5,000)

Additional Responsibilities

External examiner for BA Primary Education Studies University of Wales, Trinity St David 2010-present

Member of the joint Welsh Institute of Social an Economic Research Data (WISERD)/ WAG Committee for Co-ordinating and Mapping data about children and young people in Wales. 2010-present

Invited member of the Strategic Forum for Research in Education and Evidence informed policy in Education in Europe. 2009-present

Research mentor for Teacher Educators from Trinity St David, Welsh Education Research Network/ESRC 2009-2010

Steering Group Member Looked after Children Project 2010-2012

Steering Group Member Swansea After-School Project 2012 - present

Professional memberships

Professional Memberships of Professional Associations

General Teaching Council for Wales

Early Education Welsh Policy into Practice Group

Member of the British Educational Research Association 2002- present

Member of the European Early Childhood Research Association 2005-present

Association for IT in Teacher Education 2005-present

Member of the European Association for Research in Learning and Instruction 2008- present

Editing/Refereeing

Editorial Board Welsh Journal of Education

Invited to referee : Contemporary Issues in Early Childhood; European Journal of Early Childhood Education; Computers and Education; Education and Information Technologies; Children and Society; British Educational Research Journal.

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Dr Alexandra Morgan - People - Cardiff University

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I began my academic career as a scientist and completed a PhD in Artificial Neural Networks at Cardiff University. I have taught at both Primary and Secondary level gaining QTS through the Graduate Teacher Training Scheme. I have worked as a specialist ICT teacher providing continuing professional development for experienced classroom practitioners.

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Emmajane Milton - ISEEC Grand Challenges Meeting, No. 4 (18.09.2024)

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Emmajane Milton - ISEEC Grand Challenges Meeting, No. 4 (18.09.2024)

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Here's further information about one of speakers for the meeting on 18.09.2024.

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Professor Emmajane Milton - People - Cardiff University

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I have worked in Education for 20 years, enjoying a wide range of senior leadership roles within academia, policy development and the statutory school sector. I am passionate about Educational Practice and work closely with schools and teachers in Wales and internationally to think about professional learning, educative mentoring and research engagement to support classroom practice and meet learner needs.

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Meeting 18 Sept. 2024 - 'How identities affect both teaching and learning'

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Meeting 18 Sept. 2024 - 'How identities affect both teaching and learning'

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Use the link above to learn more about ISSOTL Grand Challenge 4: 'How identities affect both teaching and learning'.

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Grand Challenges for SoTL #4 – International Society for the Scholarship of Teaching and Learning (ISSOTL)

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GC Home | GC1 | GC2 | GC3 | GC4 | GC5 | GCs in Action | History

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Meeting 18 Sept. 2024 - 'How identities affect both teaching and learning'

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Meeting 18 Sept. 2024 - 'How identities affect both teaching and learning'

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This meeting is thinking about ISSOTL Grand Challenge No. 4: 'How identities affect boht teaching and learning'.

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S1: E4 - 'Memory Magic with Michael Abrahamson'

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S1: E4 - 'Memory Magic with Michael Abrahamson'

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As we approach the summer holiday, Kaja sits down with Michael Abrahamson (@MemoryMentalist / https://t.co/IB6t5HPA6p) to talk about all things memory and how we can support this in learning. With some possible tasks to try in your downtime. Follow us on Twitter @ImpactfulSotl. Music by Dan Busby. Image by Michal Jarmoluk at Pixabay.

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S1: E4 - 'Thresholds Concepts and Normative Crystalisation: A Conversation with Dr Andrea Webb'

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S1: E4 - 'Thresholds Concepts and Normative Crystalisation: A Conversation with Dr Andrea Webb'

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Thresholds Concepts and Normative Crystalisation: A Conversation with Dr Andrea Webb

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An episode from the recording vault in which Kaja sits down with Dr Andrea Webb (https://edcp.educ.ubc.ca/andrea-webb/) for a wide-ranging conversation about Teaching & Learning, that will inspire and refresh you over this summer period. Follow us on Twitter @ImpactfulSotl. Music by Dan Busby. Image by Michal Jarmoluk at Pixabay.

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Jessica Riddell - ISEEC Grand Challenges Meeting, No. 3 (01.05.2024)

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Jessica Riddell - ISEEC Grand Challenges Meeting, No. 3 (01.05.2024)

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For the ISSOTL Grand Challenge 'How to develop critical and creative thinkers', we had a number of speakers including Jessica Riddell, one of our ISEEC stalwarts. Find out more about her most recent publication here.

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Hope Circuits: Rewiring Universities and Other Organizations for Human Flourishing - Riddell, Jessica: 9780228020677 - AbeBooks

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Hope Circuits: Rewiring Universities and Other Organizations for Human Flourishing by Riddell, Jessica - ISBN 10: 0228020670 - ISBN 13: 9780228020677 - McGill-Queen’s University Press - 2024 - Softcover

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ISEEC Meeting 3 - Responding to Grand Challenge 1 - creative and critical thinkers-20240501_150140-Meeting Recording

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Infographic on how to use Design Thinking in building Creative Confidence through Safe Failure in Higher Education

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Infographic on how to use Design Thinking in building Creative Confidence through Safe Failure in Higher Education

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One of our ISEECers, Kate King, has shared infographics that show how Design Thinking can be used for building creative confidence through safe failure. This formed the basis of her essay for one of the modules on the PostGraduate Certificate in Higher Education which she undertook at the University of Hertfordshire.

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Project-based Learning Resources, Part 2

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Project-based Learning Resources, Part 2

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Further resources from one of our ISSECers, Scarlet Xiao in the School of Engineering and Computer Science at the University of Hertfordshire, and how they use project-based learning / CDIO in the curriculum to develop students’ problem solving and critical thinking skills.

Attached is the ‘rule book’ from one of the CDIO competitions. This was designed taking inspiration from F1 competition (FIA regulations) and provided to the students. This is an incredibly useful resource and hopefully encourages consideration of how project-based learning can be used across HE establishments.

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Project-based Learning Resources, Part 1

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Project-based Learning Resources, Part 1

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One of our ISSECers, Scarlet Xiao in the School of Engineering and Computer Science at the University of Hertfordshire, has shared an example of how project-based learning / CDIO is used in the curriculum to develop students’ problem solving and critical thinking skills.  Students are presented with very complex problems (in line with AHEP4) and asked to apply active problem solving and critical thinking to develop their solutions.

Attached you can find presentation slide about a student fan power project, for the module 'Automotive Sustainable Design'. This is an incredibly useful resource and hopefully encourages consideration of how project-based learning can be used across HE establishments.

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Meeting 1 May  2024- Panellist Bios - Dr Jennifer Dalton

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Meeting 1 May  2024- Panellist Bios - Dr Jennifer Dalton

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BIO:

Dr. Jennifer Dalton is an Associate Professor of Speech and Hearing Sciences and Undergraduate Program Director of Communication Sciences and Disorders at Appalachian State University in Boone, North Carolina, USA. Her research explores the scholarship of teaching and learning in the discipline of communication sciences and disorders. She employs quantitative and qualitative research methods to investigate higher education pedagogy, including experiential education and high-impact teaching practices.

(Outline) Grand Challenge for SoTL #1: How to Develop Critical and Creative Thinkers

Introduction to Grand Challenge for SoTL #1: How to Develop Critical and Creative Thinkers

Understanding Critical and Creative Thinking

Significance of Critical and Creative Thinking in the 21st Century

Challenges Surrounding Critical and Creative Thinking

Strategies to Address the Grand Challenge

Approaches for SoTL practitioners to study the intersection of critical and creative thinking in higher education

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Meeting 1 May 2024 - Panellist Bios - Professor Jessica Riddell

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Meeting 1 May 2024 - Panellist Bios - Professor Jessica Riddell

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TALK DESCRIPTION

This talk will delve into the intricate dynamics of hope, creativity, and criticality in higher education, exploring how these concepts intersect and influence one another. This discussion is particularly relevant in light of the SoTL grand challenges, which highlight the importance of fostering critical thinking, critical reflection, and creative capacities within educational contexts.

As we stand on the brink of a transformative shift in higher education, characterized by years of incremental change and deferred action, there is an urgent need for substantial reform. The decisions we make today will shape the trajectory of revolutionary change for individuals, institutions, and society as a whole. This pivotal moment prompts us to revisit fundamental questions about the nature of higher education and our societal obligations.

While the exact contours of the impending paradigm shift remain undefined, we are witnessing its early stages of emergence. With the right tools, mindset, and purpose, we have the agency to shape this evolving landscape. However, this endeavor necessitates a willingness to confront challenges, navigate complexities, and nurture bold imagination—a commitment crucial for systemic flourishing.

As we embark on this journey towards a new educational model, the panel will explore the potential shapes and forms this transformation may take. By engaging in thoughtful discourse and collective exploration, we aim to uncover insights that can guide us towards a more inclusive, innovative, and impactful higher education paradigm.

Dr. Jessica Riddell is a Full Professor of Early Modern Literature in the English Department at Bishop’s University (Quebec, Canada). She holds the Stephen A. Jarislowsky Chair of Undergraduate Teaching Excellence at Bishop’s University; in this capacity, she leads conversations about systems-change in higher education that shifts the focus from resilience to human flourishing. In her research, teaching, leadership, and administration, she participates in a wide range of interchanges at the national and international levels about how universities fulfil the social contract to a broader society.

An award-winning educator and scholar, she has published on Shakespeare, institutional culture change, inter-institutional collaborations, experiential learning, and inclusive high impact practices. Her recent book, with collaborators Dr. Lisa Dickson and Dr. Shannon Murray, is called Shakespeare's Guide to Life, Hope, and Learning (University of Toronto Press, 2023) and was nominated for the Gordon Book Prize. Her newest book, Hope Circuits: Rewiring Universities and other Systems for Human Flourishing (McGill-Queen’s University Press, 2024) offers a powerful critique of the fragmentation, weakening of purpose, and instrumental practices of higher education and an expansive call for the reinvention of universities and the renewal of their public mission.

Dr. Riddell is a leading intellectual on the intersection between the humanities and higher education. She is one of Canada’s most prolific public scholars on the role universities play in a civil, just society and regularly convenes conversations about how education shapes creative democracy. As an inter-disciplinary researcher, she’s engaged in knowledge creation in diverse fields from Shakespeare to transformative learning, inclusive high-impact practices to systems- and design thinking.

Dr. Riddell was awarded the William and Nancy Turner Award for Teaching Excellence (2011-2012) at Bishop’s University, received the 3M National Teaching Fellowship in 2015, was the recipient of a D2L Innovation Award for Teaching and Learning in 2022, and won the inaugural award from Forces Avenir (Quebec’s highest recognition in higher education) for Most Engaged Faculty/Staff Member in 2022.

She has received research funding from SSHRC, ECQ (Entente Canada et Quebec), and STLHE (Society of Teaching and Learning in Higher Education) and was awarded funding for innovation from the McConnell Foundation, The Jarislowsky Foundation, CEWIL (Canadian Experiential Work-Integrated Learning), Business Higher Education Round Table (BHER).

Jessica Riddell has a robust leadership portfolio in higher education and serves on several boards, including the Board of Directors for the American Association of Colleges and Universities (AAC&U), the Research Advisory Board for Future Skills Centre, and has served on the 3M National Fellows Council and as VP Canada for International Society for the Scholarship of Teaching and Learning.

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Meeting 1 May 2024 - Panellist Bios - Dr Thomas Dunk

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Meeting 1 May 2024 - Panellist Bios - Dr Thomas Dunk

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Thomas joined the University of Hertfordshire Law School in August 2015 as lecturer in Law, being promoted to Senior Lecturer in December 2016, and moving on to become a Principal Lecturer and LLB Programme Leader in September 2020. Previously Thomas has worked as an associate lecturer after successfully completing a PhD at the University of Exeter. He has also been the Programme Leader for the 2-year LLB between August 2018-Setptember 2020, and Programme Leader for the Politics and International Relations BA between September 2016-August 2018.

Thomas’s doctrinal thesis takes an evidence-based approach to examining the individual during the creation of international law. The project sets out three new categories of non-state actors, a model that recognises the contribution of individuals and their work within the international system. Thomas’s research interests include Public International law, Land Law, Constitutional Law, and teaching the Law with digitial technology.

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ISEEC meeting - Complexities of learning - Responding to the SoTL grand challenges

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Jed Hopkins - ISEEC Grand Challenges Meeting, No. 2 (20.03.2024)

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Jed Hopkins - ISEEC Grand Challenges Meeting, No. 2 (20.03.2024)

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For the ISSOTL Grand Challenge 'the complexities of learning', we are going to be joined by Jed Hopkins from the University of Hertfordshire. Find out more about his work in SoTL here.

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Academia.edu is a place to share and follow research.

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S1:E3 - 'Introduction to ISSOTL's Grand Challenges'

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S1:E3 - 'Introduction to ISSOTL's Grand Challenges'

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I sat down with Dr Lauren Scharff and Holly Capocchiano to talk about ISSOTL's Grand Challenges. How they came about and how you people can use them in their work. It's informative and a call to action.

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ISEEC Network Meeting - Responding to the Grand Challenge of Student Engagement-20240221_150135-Meeting Recording

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Dear Colleagues - thank you for attending the meeting yesterday. The link to the recording will be available early next week. Below is the link to the padlet.

https://padlet.com/kfranck2_1/issotl-grand-challenge-no-2-how-to-encourage-students-to-be--detp00lk3d7lbx9i

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Meeting 1: Weds 21st February 2024 - How to encourage students to be engaged in learning

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Meeting 1: Weds 21st February 2024 - How to encourage students to be engaged in learning

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The theme for the first meeting is Grand Challenge No. 2: How to encourage students to be engaged in learning.

Above is a link to a Padlet where you can share your best practices in this area or examples of what has worked in your classroom. Remember to give a little context so people can adapt ideas where possible.

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We are pleased to announce that ISEEC will be hosting five meeting in 2024 based around ISSOTL'S 'Grand Challenges for SoTL'. Dates and themes are:

o   21.02.24 – how to encourage students to be engaged in learning

o   20.03.24 – the complex processes of learning

o   01.05.24 – how to develop critical and creative thinkers

o   18.01.24 – how identities affect both teaching and learning

o   13.11.24 - the practice, use, and growth of SoTL.

If any of these interest you and you think you would like to present, please contact us on the following emails: k.franck2@herts.ac.uk, e.abrahamson@herts.ac.uk, or p.dsena@herts.ac.uk.

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Grand Challenges for SoTL – International Society for the Scholarship of Teaching and Learning (ISSOTL)

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GC Home | GC1 | GC2 | GC3 | GC4 | GC5 | GCs in Action | History

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Earle Abrahamson and Peter d'Sena's report on the 2023 ISSOTL Conference. It highlights important areas of discussion.

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S1:E2 - Developing as a SoTL scholar: A Conversation with Dr Corinne Green

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S1:E2 - Developing as a SoTL scholar: A Conversation with Dr Corinne Green

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This week Kaja sits down with Dr Corinne Green to talk about her forthcoming chapter: 'The braided threads of learning, changing, and becoming: Reflections on my SoTL adventures (so far), in J. Miller-Young & N. Chick (Eds.), Being and becoming a teaching and learning scholar in higher education (Forthcoming). We also cover the start of her SoTL adventure and, perhaps even, solve imposter syndrome.

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Welcome to SoTL on the Sofa, a podcast from ISEEC, the Impactful SoTL Educational Enterprise Collective - dedicated to sharing, exploring and engaging with SoTL in Higher Education. Hosted by Dr Kaja Franck, each episode features an informal and relaxed interview with someone working in higher education spaces.

This week Kaja sits down with Dr Corinne Green to talk about her forthcoming chapter: 'The braided threads of learning, changing, and becoming: Reflections on my SoTL adventures (so far), in J. Miller-Young & N. Chick (Eds.), Being and becoming a teaching and learning scholar in higher education (Forthcoming). We also cover the start of her SoTL adventure and, perhaps even, solve imposter syndrome.

Follow us on Twitter @ImpactfulSotl. More information about us, including how to join our online sessions can be found here: https://t.co/JuE0WyK3SA.

Music by Dan Busby.

Image by Michal Jarmoluk at Pixabay.

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Developing as a SoTL Scholar: A Conversation with Dr Corinne Green by @Kaja Franck

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Welcome to SoTL on the Sofa, a podcast from ISEEC, the Impactful SoTL Educational Enterprise Collective - dedicated to sharing, exploring and engaging with SoTL in Higher Education. Hosted by Dr Kaja Franck, each episode features an informal and relaxed interview with someone working in higher education spaces.

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International and Interdisciplinary Conference, Department of Education Rome

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International and Interdisciplinary Conference, Department of Education Rome

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Taking place in February 2024 and looking at material culture and learning processes.

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International and Interdisciplinary Conference, Department of Education Rome

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International and Interdisciplinary Conference, Department of Education Rome

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Taking place in February 2024 and looking at material culture and learning processes. An English-language version will be posted above.

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Meeting 7 - Decoding the Disciplines - Student Panel - Recording

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Meeting 7 - Decoding the Disciplines - Student Panel - Recording

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Use this link to access the recording: https://vimeo.com/manage/videos/840576148

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More information about one of speakers for 'Make SoTL History', 11th October 2023.

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Biography

Dr Adele Nye is a member of the Education Contexts group within the School of Education. Her research areas include teaching of history in universities, schools rebuilding after fire and emergent research practices in higher education. Adele's teaching at UNE is centred on qualitative research methods with pre-service teachers. Adele is available to supervise Higher Degree Research in the fields of history education, new materialism, post humanism, and feminist poststructuralism. Adele's latest co-edited book; Teaching History for the Contemporary World: Tensions, Challenges and Classroom Experiences (2021), foregrounds the urgency, agility and value of historical work in precarious times. This book builds on Teaching the Discipline of History in an Age of Standards (2018) which spoke to the energy and diversity of the discipline in a period of regulation.

Qualifications

BA, Grad Dip Tert Ed, M.Litt, PhD (UNE)

Awards

Teaching Areas

Research Methods, Reflective Practice, Auto-ethnography and Action Research

Research Interests

Historical thinking, Education and Practice
Teaching and Learning in Higher Education
School Communities in Crisis

Current Research Projects

Post-qualitative and New Materialist approaches to History Education and Museum Exhibitions
Rebuilding Communities: The impact of major fires and floods on rural school and their communities in Australia.

Research Supervision Experience

Publications

Historical Thinking and History Education

Nye, A., & Clark, J. (2023). The affective entanglements of the visitor experience at Holocaust sites and museums, In Popescu, D. (Ed). Visitor experience at Holocaust memorials and museums. pp. 103-116. Routledge.

Clark, J., & Nye, A., (2023). Foundling museums: exhibition design and the intersection of the vital materiality of foundling tokens and affective visitor experience, Museum Management and Curatorship. https://doi.org/10.1080/09647775.2023.2209864

Nye, A. & Clark, J. (Eds.). (2021). Teaching history for contemporary world: Tensions, challenges and classroom experiences. Springer.

Clark, J., & Nye, A. (2021). Teaching history for contemporary world: Introduction. In A. Nye and J. Clark (Eds.). Teaching history for contemporary world: Tensions, challenges and classroom experiences. Springer.

Nye, A., & Clark, A. (2021). Positioning: making use of post-qualitative research practices. In A. Nye and J. Clark (Eds.). Teaching history for contemporary world: Tensions, challenges and classroom experiences. Springer.

Nye, A., & Clark, J. (2021). In and beyond the now: A postscript. In A. Nye and J. Clark (Eds.). Teaching history for contemporary world: Tensions, challenges and classroom experiences. Springer.

Nye, A. (2018). 'Why Study History?': An examination of online statements in Australian universities 2008 - 2016. In Neumann, F. & L. Shopkow (Eds.). Teaching History, Learning History, Promoting History, Wochenschau Verlag: Schwalbach.

Clark, J. & Nye, A. (2018). The three contexts of writing about history teaching. In Clark, J. & A. Nye (Eds.), Teaching the Discipline of History in an Age of Standards, Springer: Singapore.

Collins, M. & Nye, A. (2018). Snapshot: the discipline of history in British and Australian universities. In Clark, J. & A. Nye (Eds.), Teaching the Discipline of History in an Age of Standards, Springer: Singapore.

Nye, A. & Clark, J. (2018). Leadership: Enabling leadership in the Teaching and Learning of History in higher education. In Clark, J. & A. Nye (Eds.), Teaching the Discipline of History in an Age of Standards, Springer: Singapore.

Clark, J. & Nye, A.(Eds.). (2018). Teaching the Discipline of History in an Age of Standards, Springer: Singapore.

Clark, J. & Nye, A. (2017). 'Surprise Me!': The (im)possibilities of agency and creativity within the standards framework of history education, Educational Philosophy and Theory, 49(6). 656-668. http://dx.doi.org/10.1080/00131857.2015.1104231

Nye, A. (2016). Historical Thinking and Objects of Nostalgia, International Journal of Research on History Didactics, History Education and History Culture: Yearbook of the International Society of History Didactics. 37, 37-57.

Nye, A. (2015). Rethinking Evidence: Assessment in the History Discipline in Australian Universities In P Layne and P. Lake, (eds.) Global Innovation of Teaching and Learning in Higher Education, Springer, pp.91-104.

Nye, A., Barker, L. & Charteris, J. (2015). Matrilineal Narratives: Learning from Voices and Objects, Hecate: An Interdisciplinary Journal of Women's Liberation. 41(1-2), 180-190.

Nye, A. (2013). Consolidating Strengths and Innovations: An investigation of National Standards and Units in History at the University of New England, prepared for School of Humanities, University of New England, NSW.

Nye, A., Hughes-Warrington, M., Roe, J., Russell, P., Deacon, D. & Kiem, P. (2011). Exploring Historical Thinking and Agency with Undergraduate History Students. Studies in Higher Education, 36(7), 763-780. DOI:10.1080/03075071003759045

Nye, A., Hughes-Warrington, M., Roe, J., Russell, P., Peel, M., Deacon, D., Laugesen, A. & Kiem, P. (2009). Historical thinking in Higher Education: Staff and student perceptions of the nature of historical thinking. History Australia, 6(3), 73.1-73.18. DOI:10.2104/ha090073

Australian Learning and Teaching Council (2009). Historical Thinking in Higher Education: An ALTC Discipline-Based Initiative. Sydney, Australia: Hughes-Warrington, M., Roe, J., Nye, A., Bailey, M., Peel, M., Russell, P., Laugesen, A., Deacon, D., Kiem, P. & Trent, F.

Hughes-Warrington, M. & Nye, A. (2009). Historical thinking in Higher Education: Staff and student perceptions of the nature of historical thinking. History Council NSW Bulletin, Spring Edition.

Nye, A., Hughes-Warrington, M., Roe. J., Russell, P., Peel, M. Deacon, D., Laugesen. A. & Kiem, P. (2009). Historical Thinking in Higher Education: Students and Staff Perceptions of the Activities Associated with Historical Thinking, Teaching History, 43(3), 29-34.

Nye, A. (2008). Learning Outcomes in History: An analysis of online statements from history departments in Australian universities, prepared for Historical Thinking in Higher Education Steering Committee Macquarie University, NSW.

Nye, A. (2008). Why Study History? An analysis of online statements from history Departments in Australian Universities, prepared for the Historical Thinking in Higher Education Steering Committee, Macquarie University. NSW.

Nye, A. (2006). Women as Historians: The Fragrance of Matrilineal Historicism. In Proceedings of the 14th International Oral History Conference: "Dancing With Memory: Oral history and its Audiences", Sydney, Australia, University of Technology.

Higher Education

Charteris, J., Nye, A., Pillay, D., & Foulkes, R. (2023). Affirmative ethics in the COVID-19 moment: Perplexities, paradoxes, and surprises, Cultural and Pedagogical Inquiry, 14(2) 151-167.

Nye, A., Foulkes, R., Pillay, D., & Charteris, J. (2023). Shifting Work and Home Spatialities: Connecting in and Through Arts-Based Research During the COVID-19 Pandemic in Mreiwed, H., Carter, M., Hashem, S., & Blake-Amarante, C. (Eds). Making Connections in and Through Arts-Based Educational Research, pp.25-37 Springer.

Tshering, D., Miller, J., Berman, J., & Nye, A. (2023). "The Influence of Study Abroad on Research Culture in Bhutan's Education Colleges" to the Journal of International society for teacher Education. pp.6-21.

Pillay, D., Charteris, J., Nye, A., Foulkes, R. (2021). Pushing boundaries: Emancipatory collective memory work and entangled poetic assemblages. In R Hamm (Ed). The potential of CMW as a method of learning - Ebook open access https://collectivememorywork.net/?page_id=93

Pillay, D., Charteris, J., Nye, A., Foulkes, R. (2021). Posthuman COV-llaboration: Enfleshing encounters of connectedness through imaging. International Journal of Qualitative Methods. https://doi.org/10.1177/16094069211050162

Gregory, S., Charteris, J. Nye, A., Bartlett-Taylor, T., & Cox, R. (2020). Reflections from members of UNE's School of Education on the new normal. Transform: The Journal of Engaged Scholarship, 1.78-84.

Charteris, J., Nye, A. and Jones, M. (2020). Deleuzian 'interference' and emergent listening in intern teacher assemblages: singing in the (ref)rain, International Journal of Qualitative Studies in Education. DOI: 10.1080/09518398.2020.1717663

Charteris, J., Nye, A. & Jones, M. (2019). Posthuman ethical practice: Agential cuts in the pedagogic assemblage. International Journal of Qualitative Studies in Education. 32(7)DOI:10.1080/09518398.2019.1609124

Charteris, J., & Nye, A. (2019). Posthuman methodology and pedagogy: Uneasy assemblages and affective choreographies. In C. Taylor and A. Bayley (Eds), Posthumanism and Higher Education: Reimagining Pedagogy, Practice and Research. Palgrave Macmillan.

Reyes, V., Charteris, J., Nye, A., & Mavropoulou, S. (Eds.). (2018). Educational Research in the Age of the Anthropocene. Hershey, PA: IGI Global.

Charteris, J., Nye, A., & Jones, M.(2018). Feasible utopias and affective flows in the academy: A mobilisation of hope and optimism. In Garvis, S. & A. Black (Eds.), Women Activating Agency in Academia, (pp. 67-78). London: Routledge.

Charteris, J., Nye, A. & Jones, M. (2017). Wild Choreography of Affect and Ecstasy: Contentious pleasure (joussiance) in the academy. In S. Riddle, M. Harmes & P. Danaher (eds), Producing Pleasure Within the Contemporary University. Netherlands: Sense Publishers pp. 49-64.

Barker, L. Nye, A. & Charteris, J. (2017). Voice, Representation and Dirty Theory, Postcolonial Directions in Education, 6(1), 54-81.

Charteris, J., Jones, M., Nye, A. & Reyes, V. (2017). A heterotopology of the academy: mapping assemblages as possibilised heterotipias, International Journal of Qualitative Studies in Education, 30(4), 340-353. DOI:10.1080/09518398.2016.1250178

Nye, A., Amazan, A. & Charteris, J. (2017). Prudentia as becoming-shame: Knowledge production in southern theory research practice, Reflective Practice (1), 81-93. DOI:10.1080/14623943.2016.1251411

Nye, A. & Clark, J. (2016). 'Being and Becoming' a Researcher: Building a Reflective Environment to Create a Transformative Learning Experience for Undergraduate Students, Journal of Transformative Education, 14(4). 1-15. DOI:10.1177/1541344616655885

Nye, A., Clark, J., Bidwell, P., Deschamps, B., Frickman, L. & Green, J. (2016). Writing the (researcher) self: reflective practice and undergraduate research. Reflective Practice, 17(3), 257-269. DOI:10.1080/14623943.2016.1146577

Charteris, J., Gannon, L., Mayes, E., Nye, A. & Stephenson, L. (2016). Unraveling (in) the emotional knots of academicity: A collective biography of academic subjectivity in higher education spaces, HERDSA, 35(1). 31-44. DOI: 10.1080/07294360.2015.1121209

Nye, A. (2015). Building an Academic Community Among Undergraduate Students, Distance Education. 36(1), 115-128. DOI:10.1080/01587919.2015.1019969

Nye, A., Foskey, R. & Edwards, H. (2014). "Collegial Reflection on the Meaning of Metaphors in Learning: emerging theory and practice." Studies in Continuing Education, 36(2), 132-146 DOI:10.1080/0158037X.2013.796921

Somerville, M., de Carteret, P., Edwards. H., McKay, F., McConnell-Imbriotis, A. & Nye, A. (2004). The Aesthetics of learning: the Song and Dance of the women of the Fiery Cottage. In Proceedings of the Adult Learning Australia 44th Annual Conference.

Schools Research

Nye, A. (2017). Rebuilding Schools After Fire. In Y. Masters & N. Rizk (Eds.). Linking Research to the Practice of Education 1(1) pp. 3-4. ISSN 2207-5151

Nye, A. (2016). 'Working from the boot of a red Falcon': The impact of major fires in four Australian schools. Australian and International Journal of Rural Education, 26(1), 83-98.

Nye, A. (2014). Connections of Place and Generation: Women Teachers in Rural Schools in NSW, Australian and International Journal of Rural Education, 24(3), 69-81.

Conference Presentations (recent)

Nye, A., Charteris, J., & Pillay, D. (2023) Childhood memories and troubled histories: Practicing decolonisation through the vital materiality of landscapes and waterways. AARE. Melbourne.

Nye, A., & Clark, J. (2023). Teaching history today: Introducing post-qualitative and new materialism for diversification of the contemporary tertiary history classroom, ECER, University of Glasgow, Scotland.

Charteris, J., & Nye, A. (2023). Crisis leadership and communication: Working with school communities after catastrophic school fires, ECER, University of Glasgow, Scotland.

Charteris, J., Pillay, D., & Nye, A. (2023). Enfleshments through aesthetic life-art-writing: Onto-epistemological encounters and vital matter in the academy , ECER University of Glasgow, Scotland

Clark, J., & Nye, A. (2023). Be assured: History as a discipline, and its educators, are well placed to thrive in an age of uncertainty, HEIRNET, Stockholm, Sweden.

Pillay, D. Charteris, J., & Nye A. (2023). Aesthetic life-art-writing for the pursuit of truth in academia, AERA, Chicago.

Nye, A. (2022). ' Working From the Boot of a Red Falcon': Schools Recovering From Fire Rural Regional and Remote Education research Colloquium, University of New England.

Nye, A., & Charteris , (2022). Epistemological shudders: Emergent political and historical awakenings, AARE, University of South Australia, Adelaide

Nye, A., Pillay, D., & Charteris, J. (2022). Reimagining ethic-ontologies of academic bodies: Plugging into vital matter through arts-based work, PESA, UNSW Sydney.

Nye, A. & Clark, J. (2021). Museums as sites for historical inquiry: Serendipitous and embodied practice History Educators International Research Network's [HEIRNET] 18th Annual Conference 31 August-2 September.

Clark, J. & Nye, A. (2021). Why History Education - Now? International Society for History Didactics Annual Conference 16-18 September.

Clark, J. & Nye, A. (2020). A Disciplinary Perspective on the post COVID university. What can History offer? The Post-Pandemic University, Faculty of Education, University of Cambridge, 18 September.

Nye, A. (2019). Teaching History in Australian Universities: Encounters in historical scholarship, evidence and practice. Public History, History Culture, Identity, and Pedagogy: International perspectives on opportunities for critical disciplinary thinking in History, History Educators International Research Network (HEIRNET), University of Vienna, Vienna. 2-4 September.

Nye, A. and Clark, J. (2019) Teaching Migration History in Universities in Australia and Britain: Challenges and debates, Migration and History Education, International Society for History Didactics (ISHD), Tutzing, Germany. 9-11September.

Nye, A. (2018). Imaginative and Enabling Pedagogies for Undergraduate Students of the History Discipline. ISSOTL 18 Towards a Learning Culture, Bergen, Norway. 24-27 October.

Nye, A. (2017). Defining and Measuring Excellence in the Teaching of History in Higher Education. History: New to Teaching Conference, Institute of Historical Research, Senate House, University of London, 12 September.

Nye, A. (2017). History's Generations: Imagination and the open gate. Australian Association for Research in Education (AARE), Canberra, ACT, 26-30 November.

Charteris, J., Nye, A., Jones, M. & Page, A. (2017). Affective flows in the media firestorm: Belonging, lust, resistance, and hope through the networked gaze. Association for Research in Education (AARE), Canberra, ACT, 26-30 November.

Nye, A. (2016). Researching the History Discipline in Australian Universities: three national studies, Australian Association for Research in Education (AARE), Melbourne, VIC.

Nye, A. & Posthausen, G. (2016). Refiguring Leadership: Rebuilding Schools After Fire, Australian Association for Research in Education (AARE), Melbourne, VIC.

Charteris, J., Jones, M. & Nye, A. (2016). Joussiance as an ecstasy of escape: Refrain in the academy, Australian Association for Research in Education (AARE), Melbourne, VIC.

Barker, L., Charteris, J. & Nye, A. (2016). Learning Through Generations: Matrilineal Narratives of Care, AWGSA De/storying the Joint, International Biennial Conference, Queensland University of Technology, Brisbane. QLD.

Nye, A. (2016). Shaping the Discipline: Teaching History in Australian Universities. Teaching History in Higher Education, Bielefeld University, Bielefeld, Germany, 24-25 May.

Nye, A. (2016). Global History in Australian Universities Global History Panel -Teaching History in Higher Education, Bielefeld University, Bielefeld, Germany, 24-25 May 2016.

Clark, J. and Nye, A. (2015). 'Surprise Me': The (im)possibilities of agency and creativity within the standards framework of History education. Teaching History: Fostering Historical Thinking Across the K-16 Continuum, University of California, Berkeley 1-2 May.

Clinical Skills and Experience

Memberships
Academic Associations
Australian Historical Association [AHA]
Professional Historians Association NSW [PHA]
Australian Women's and Gender Studies Association [AWGSA]
Society for Research in Higher Education [SRHE]
International Society for History Didactics [ISHD
Royal Historical Society (UK)
Committee memberships and other roles
Australasian History SoTL Committee
Research Training Working Group, School of Education
Rural, Regional and Remote Education Research Group (Leader)
Armidale Pine Forest Management Committee (Secretary)

Consultancy Interests

Community and Advocacy Organisation Collaborations

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Dr Adele Nye, School of Education, Academic Staff member

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Welcome to first episode of 'SoTL on the Sofa', a podcast from ISEEC. Hosted by Dr Kaja Franck, each episode features an informal and relaxed interview with someone working in higher education spaces. This week Kaja sits down with the other co-founders of ISEEC, Professor Earle Abrahamson (@EarleAbrahamso2) and Associate Professor Peter D'Sena (@hehistedu). They talk about what SoTL means to them and what they wish people knew about it.

As this is the first episode, on a sharp learning curve, please make allowances for sound quality. (It's a [self]teaching and learning experience). It is available on Zencastr, Spotify, Google Podcasts, and Apple Podcasts.

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SoTL on the Sofa : Conversation with the Co-founders by @Kaja Franck

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Welcome to SoTL on the Sofa, a podcast from ISEEC, the Impactful SoTL Educational Enterprise Collective - dedicated to sharing, exploring and engaging with SoTL in Higher Education. Hosted by Dr Kaja Franck, each episode features an informal and relaxed interview with someone working in higher education spaces.

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Guest blog - Historical Science Didactics

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Guest blog - Historical Science Didactics

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This blog is written by our colleague Friederike Neumann, based at Bielefeld University, Germany. It's worth learning German for (although Google translate works adequately)! It looks at issues around SoTL from a historical perspective.

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Wissenschaftliche Lernprozesse sind oft stark vorstrukturiert, didaktische Methoden und Interventionen von den Zielen der Lehrveranstaltung und den curricularen Erwartungen her konzipiert. Doch was, wenn ein Lernprozess bewusst offen und dadurch vielleicht auch riskant angelegt wird, wenn Verantwortung für den Lernprozess auf die Seite der Studierenden verlagert wird? Gibt es hierfür auch einen methodischen Ansatz? EduScrum verspricht dies jedenfalls, und das haben wir im vergangenen Semester ausprobiert. Nicole Kramer, Dominik Waßenhoven Warum haben wir eduScrum in der Lehre angewendet? Auf dem Weg ins Philosophikum der Universität zu Köln, wo wir forschen und lehren, treffen wir vor dem Hauptgebäude unweigerlich auf die Skulptur von Albertus Magnus. Der mittelalterliche Universalgelehrte wird in denkender Pose und durchaus zeitloser Formsprache gezeigt. Verschiedenes kann in die...

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Wissenschaftliche Lernprozesse sind oft stark vorstrukturiert, didaktische Methoden und Interventionen von den Zielen der Lehrveranstaltung und den curricularen Erwartungen her konzipiert. Doch was, wenn ein Lernprozess bewusst offen und dadurch vielleicht auch riskant angelegt wird, wenn Verantwortung für den Lernprozess auf die Seite der Studierenden verlagert wird?

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More information about one of our speakers for 'Make SoTL History' (11th October 2023).

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Personal Statement

After a mis-spent youth listening to too much reggae music, I stumbled into African studies just as Zimbabwe gained its independence and became one of the most exciting places on the planet. So for the past thirty years I've been developing an expertise in Zimbabwean history. My interests are eclectic but have always focused on challenging the narratives of the Global North and trying to represent the past in terms that are true to Zimbabwean perspectives. I've published on sex and sexuality, religion & belief, language and translation, law and jurisprudence, health and healing, citizenship and rights, witchcraft and politics.
It's impossible to work on these issues without coming up against big social and political issues. So I'm engaged with asylum seekers and sanctuary campaigns, as well as using every possible opportunity to ask 'Why is the curriculum so white?'

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After a mis-spent youth listening to too much reggae music, I stumbled into African studies just as Zimbabwe gained its independence and became one of the most exciting places on the planet. So for the past thirty years I've been developing an expertise in Zimbabwean history.

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Meeting 8 - Making SoTL History, 11th October 2023

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Meeting 8 - Making SoTL History, 11th October 2023

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Organised by ISEEC's Peter D'Sena, this session will be looking at SoTL and the discipline of history. It includes sessions from Diana Jeater on peer assessment and Adele Nye on memory work. Something for everyone regardless of your disciplinary background.

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Link to National Teaching and Scholarship Network

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Link to National Teaching and Scholarship Network

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https://manchester.padlet.org/mfaxdhc2/the-national-teaching-focused-network-recognising-and-celebr-zia7b2iljxmeyj25

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LatinSoTL
the Latin American and Caribbean network of SoTL

www.latinsotl.org

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Presenting ISEEC at the ANTF symposium Friday 21/4/2023 - Leicester - De Montford Uni.

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Presenting ISEEC at the ANTF symposium Friday 21/4/2023 - Leicester - De Montford Uni.

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https://www.open.ac.uk/scholarship-and-innovation/esteem/impact-sotl/values-impactful-sotl

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Values are standards of behaviour that inform the way people interact. By signifying what is desirable or appropriate, values guide our choice of action. From synthesising the evidence collated for the impact evaluation initiative, we have identified six values which drive SoTL practice and facilitate impact. These values are being: curious, open-minded, ethical, strategic, empathetic and generous.

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Values are standards of behaviour that inform the way people interact. By signifying what is desirable or appropriate, values guide our choice of action. From synthesising the evidence collated for the impact evaluation initiative, we have identified six values which drive SoTL practice and facilitate impact.

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These are the slides from Session 6 on 19th April 2023, 2.30-4.00pm.

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This is a curated selection of articles about the different aspects of assessment design from Times Higher Education. They go into more depth and offer more ideas on what was discussed in Session 6: Spotlight on SoTL and Assessment. They are not too long and use clear language. (Perfect for a coffee break read).

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Designing assessments to support deeper learning

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Advice on new modes of higher education assessment and feedback that help students achieve better learning outcomes, from university staff who are using them

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Meeting 6 Recording - Spotlight on Assessment led by Dr KAJA FRANCK

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Meeting 6 Recording - Spotlight on Assessment led by Dr KAJA FRANCK

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https://vimeo.com/manage/videos/819167943

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https://i.unisa.edu.au/staff/teaching-innovation-unit/academic-development/scholarship-of-teaching-and-learning/

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Academic development: Scholarship of Teaching and Learning (SoTL)
What is SoTL?
The Teaching Innovation Unit works with all levels of educators to support them develop an evidence-based approach to their work in ways that incorporates and contributes to the scholarship of teaching and learning. This is often referred to as the Scholarship of Teaching and Learning-or SoTL for short.

Whether you are starting out as a casual teacher at UniSA or you are more experienced, permanent or senior academic with teaching responsibilities then engagement with SoTL is an expected component of your work. As educators, SoTL informs what we do, and why,- even when we don't realise it! But what exactly is SoTL? Why is it relevant? And how can it enrich our work in sustainable ways?

This brief video introduces the key ideas of SoTL and how it can be integrated into our teaching practices.

As you view this 6 minute video consider how you can extend your current engagement with the scholarship of teaching and learning. SoTL is so much more than simply reading the literature, or undertaking the kind of professional development opportunities we offer, it's also about communities of practice--it involves you innovating, talking and working with others--it's about the learning that occurs when you research your own practice, or apply for grants and awards, or when you work towards conference presentations and write papers. SoTL is about taking teaching seriously--and integrating it into your career planning.

If you'd like to know more about how we can support your engagement with SoTL - as an individual, as teaching team, or for your Academic Unit - please contact us at the Teaching Innovation Unit.

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Scholarship of Teaching and Learning (SoTL)

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What is SoTL? The Teaching Innovation Unit works with all levels of educators to support them develop an evidence-based approach to their work in ways that incorporates and contributes to the scholarship of teaching and learning. This is often referred to as the Scholarship of Teaching and Learning-or SoTL for short.

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Session 5 - Compassion-based Pedagogy Resources (Part 3)

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Session 5 - Compassion-based Pedagogy Resources (Part 3)

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This document is an alternative example of marking criteria that can be used to assess compassion-based group work and to better root this approach to unjust awarding gaps, and students' senses of belonging.

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Appendix 2 - Type 2  Assessed discussion Group work Individual marking criteria including for the cognitive skills of compassion (1) (2) (3) (2)

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Session 5 - Compassion-based Pedagogy Resources (Part 2)

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Session 5 - Compassion-based Pedagogy Resources (Part 2)

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This document is an example of marking criteria that can be used to assess compassion-based group work and to better root this approach to unjust awarding gaps, and students' senses of belonging.

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Appendix 1.   HBS  Grading Criteria for Individually marked team observations  for co-team management (4) (1) (1)

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Session 5 - Compassion-based Pedagogy Resources (Part 1)

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Session 5 - Compassion-based Pedagogy Resources (Part 1)

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Following on from his wonderful session, Dr Theo Gilbert has kindly shared a number of resources with us for you to use in your own practice. Firstly, here are the slides for his presentation which he has kindly offered for you to use / adapt in your own work or when presenting at your own institution. These provide a theoretical framework and evidence-based approach to compassion.

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ISEEC- The Cognitive nature of compassion in high-performance teams

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ISEEC MEETING - Number Six: Spotlight on SoTL and Assessment, 19 April 2023, 2.30-4.00pm

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ISEEC MEETING - Number Six: Spotlight on SoTL and Assessment, 19 April 2023, 2.30-4.00pm

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The next session will be in Wednesday 19th April, 2023, 2.30-4.00pm (EST). It will be taking place on Microsoft Teams. This session will be led by ISEEC's Dr Kaja Franck and will be looking at SoTL and assessments. You will be asked to think about your own experience of assessments and best practice. If you would like to join us, please email k.franck2@herts.ac.uk for the link to the meeting.

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Recording from Meeting on Compassion and SoTL - led by Dr Theo Gilbert on the 22 February 2023

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Recording from Meeting on Compassion and SoTL - led by Dr Theo Gilbert on the 22 February 2023

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https://vimeo.com/801279075

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The deadline is 15th March 2023, and the theme is 'context'. This is a hard deadline.

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© 2023 International Society for the Scholarship of Teaching and Learning (ISSOTL) All rights reserved.

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Session 5: Embedding and Assessing Compassion in the University Curriculum

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Session 5: Embedding and Assessing Compassion in the University Curriculum

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For those who want to return to or explore further Dr Theo Gilbert's work on compassionate pedagogy, this playlist is a wonderful place to start. Highly recommended if you are interested in bringing compassion into your own classroom.

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Embedding and Assessing Compassion in the University Curriculum

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Share your videos with friends, family, and the world

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ISEEC PROMOTIONAL VIDEO
https://vimeo.com/786358047/36141394c6

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A link to the article mentioned by Jessica (and quoted in the supporting document) by Parker J. Palmer. A sustaining piece of writing.

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What a long time it can take to become the person one has always been. How often in the process we mask ourselves in faces that are not our own. How much dissolving and shaking of ego we must endure before we discover our deep identity-the true self within every human being that is the seed of authentic vocation.

I first learned about vocation growing up in the church. I value much about the religious tradition in which I was raised: its humility about its own convictions, its respect for the world's diversity, its concern for justice. But the idea of vocation I picked up in those circles created distortion until I grew strong enough to discard it. I mean the idea that vocation, or calling, comes from a voice external to ourselves, a voice of moral demand that asks us to become someone we are not yet-someone different, someone better, someone just beyond our reach.

That concept of vocation is rooted in a deep distrust of selfhood, in the belief that the sinful self will always be "selfish" unless corrected by external forces of virtue. It is a notion that made me feel inadequate to the task of living my own life, creating guilt about the distance between who I was and who I was supposed to be, leaving me exhausted as I labored to close the gap.

Today I understand vocation quite differently-not as a goal to be achieved but as a gift to be received. Discovering vocation does not mean scrambling toward some prize just beyond my reach but accepting the treasure of true self I already possess. Vocation does not come from a voice "out there" calling me to become something I am not. It comes from a voice "in here" calling me to be the person I was born to be, to fulfill the original selfhood given me at birth by God.

The birthright gift

It is a strange gift, this birthright gift of self. Accepting it turns out to be even more demanding than attempting to become someone else. I have sometimes responded to that demand by ignoring the gift, or hiding it, or fleeing from it, or squandering it-and I think I am not alone. There is a Hasidic tale that reveals, with amazing brevity, both the universal tendency to want to be someone else and the ultimate importance of becoming one's self: Rabbi Zusya, when he was an old man, said, "In the coming world, they will not ask me: 'Why were you not Moses?' They will ask me: 'Why were you not Zusya?'"

We arrive in this world with birthright gifts-then we spend the first half of our lives abandoning them or letting others disabuse us of them. As young people, we are surrounded by expectations that may have little to do with who we really are, expectations held by people who are not trying to discern our selfhood but to fit us into slots. In families, schools, workplaces, and religious communities, we are trained away from true self toward images of acceptability; under social pressures like racism and sexism our original shape is deformed beyond recognition; and we ourselves, driven by fear, too often betray true self to gain the approval of others.

We are disabused of original giftedness in the first half of our lives. Then-if we are awake, aware, and able to admit our loss-we spend the second half trying to recover and reclaim the gift we once possessed.

Wearing other people's faces

When we lose track of true self, how can we pick up the trail? One way is to seek clues in stories from our younger years, years when we lived closer to our birthright gifts. A few years ago, I found some clues to myself in a time machine of sorts. A friend sent me a tattered copy of my high school newspaper from May 1957 in which I had been interviewed about what I intended to do with my life. With the certainty to be expected of a high school senior, I told the interviewer that I would become a naval aviator and then take up a career in advertising.

I was indeed "wearing other people's faces," and I can tell you exactly whose they were. My father worked with a man who had once been a navy pilot. He was Irish, charismatic, romantic, full of the wild blue yonder and a fair share of the blarney, and I wanted to be like him. The father of one of my boyhood friends was in advertising, and though I did not yearn to take on his persona, which was too buttoned-down for my taste, I did yearn for the fast car and other large toys that seemed to be the accessories of his selfhood.

These self-prophecies, now over forty years old, seem wildly misguided for a person who eventually became a Quaker, a would-be pacifist, a writer, and an activist. Taken literally, they illustrate how early in life we can lose track of who we are. But inspected through the lens of paradox, my desire to become an aviator and an advertiser contain clues to the core of true self that would take many years to emerge: clues, by definition, are coded and must be deciphered.

Hidden in my desire to become an "ad man" was a lifelong fascination with language and its power to persuade, the same fascination that has kept me writing incessantly for decades. Hidden in my desire to become a naval aviator was something more complex: a personal engagement with the problem of violence that expressed itself at first in military fantasies and then, over a period of many years, resolved itself in the pacifism I aspire to today. When I flip the coin of identity I held to so tightly in high school, I find the paradoxical "opposite" that emerged as the years went by.

If I go farther back, to an earlier stage of my life, the clues need less deciphering to yield insight into my birthright gifts and callings. In grade school I became fascinated with the mysteries of flight. As many boys did in those days, I spent endless hours, after school and on weekends, designing, crafting, flying, and (usually) crashing model airplanes made of fragile balsa wood.

Unlike most boys, however, I also spent long hours creating eight- and twelve-page books about aviation. I would turn a sheet of paper sideways, draw a vertical line down the middle, make diagrams of, say, the cross-section of a wing, roll the sheet into a typewriter, and peck out a caption explaining how the air moving across an airfoil creates a vacuum that lifts the plane. Then I would fold that sheet in half along with several others I had made, staple the collection together down the spine, and painstakingly illustrate the cover.

I had always thought that the meaning of this paperwork was obvious: fascinated with flight, I wanted to be a pilot, or at least an aeronautical engineer. But recently, when I found a couple of these literary artifacts in an old cardboard box, I suddenly saw the truth, and it was more obvious than I had imagined. I didn't want to be a pilot or an aeronautical engineer or anything else related to aviation. I wanted to be an author, to make books - a task I have been attempting from the third grade to this very moment.

From the beginning, our lives lay down clues to selfhood and vocation, though the clues may be hard to decode. But trying to interpret them is profoundly worthwhile - especially when we are in our twenties or thirties or forties, feeling profoundly lost, having wandered, or been dragged, far away from our birthright gifts.

Those clues are helpful in counteracting the conventional concept of vocation, which insists that our lives must be driven by "oughts." As noble as that may sound, we do not find our callings by conforming ourselves to some abstract moral code. We find our callings by claiming authentic selfhood, by being who we are, by dwelling in the world as Zusya rather than straining to be Moses. The deepest vocational question is not "What ought I to do with my life?" It is the more elemental and demanding "Who am I? What is my nature?"

Everything in the universe has a nature, which means limits as well as potentials, a truth well known by people who work daily with the things of the world. Making pottery, for example, involves more than telling the clay what to become. The clay presses back on the potter's hands, telling her what it can and cannot do-and if she fails to listen, the outcome will be both frail and ungainly. Engineering involves more than telling materials what they must do. If the engineer does not honor the nature of the steel or the wood or the stone, his or her failure will go well beyond aesthetics: the bridge or the building will collapse and put human life in peril.

The human self also has a nature, limits as well as potentials. If you seek vocation without understanding the material you are working with, what you build with your life will be ungainly and may well put lives in peril, your own and some of those around you. "Faking it" in the service of high values is no virtue and has nothing to do with vocation. It is an ignorant, sometimes arrogant, attempt to override one's nature, and it will always fail.

Joining self and service

Our deepest calling is to grow into our own authentic selfhood, whether or not it conforms to some image of who we ought to be. As we do so, we will not only find the joy that every human being seeks-we will also find our path of authentic service in the world. True vocation joins self and service, as Frederick Buechner asserts when he defines vocation as "the place where your deep gladness meets the world's deep need."

Buechner's definition starts with the self and moves toward the needs of the world: it begins, wisely, where vocation begins-not in what the world needs (which is everything), but in the nature of the human self, in what brings the self joy, the deep joy of knowing that we are here on earth to be the gifts that God created.

Contrary to the conventions of our thinly moralistic culture, this emphasis on gladness and selfhood is not selfish. The Quaker teacher Douglas Steere was fond of saying that the ancient human question "Who am I?" leads inevitably to the equally important question "Whose am I?"-for there is no selfhood outside relationship. We must ask the question of selfhood and answer it as honestly as we can, no matter where it takes us. Only as we do so can we discover the community of our lives.

As I learn more about the seed of true self that was planted when I was born, I also learn more about the ecosystem in which I was planted-the network of communal relations in which I am called to live responsively, accountably, and joyfully with beings of every sort. Only when I know both seed and system, self and community, can I embody the great commandment to love both my neighbor and myself.

There are at least two ways to understand the link between selfhood and service. One is offered by the poet Rumi in his piercing observation: "If you are here unfaithfully with us, you're causing terrible damage." If we are unfaithful to true self, we will extract a price from others. We will make promises we cannot keep, build houses from flimsy stuff, conjure dreams that devolve into nightmares, and other people will suffer-if we are unfaithful to true self.

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What a long time it can take to become the person one has always been. How often in the process we mask ourselves in faces that are not our own. How much dissolving and shaking of ego we must endure before we discover our deep identity-the true self within every human being that is the seed of authentic vocation.

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https://twitter.com/hintondm/status/1540263978688970752?t=IRfksyCWmNS0wIZ-CwCbxw&s=09

Readings

Meijerman, I., Wijsman, L., & Kirschner, F. (2021). Utrecht Roadmap for Scholarship of Teaching and Learning
Links to an external site..

Cleaver, E, Lintern, M, and McLinden M (2014) Teaching and Learning in Higher Education: Disciplinary Approaches to Educational Enquiry
Links to an external site.. London: Sage.

Fanghanel, J., Pritchard, J., Potter, J., & Wisker, G. (2016). Defining and supporting the Scholarship of Teaching and Learning (SoTL): a sector-wide study
Links to an external site. (Literature review).

References

Baume, D., & Popovic, C. (Eds.). (2016). Advancing practice in academic development
Links to an external site.. London: Routledge.

Glassick, C. E., Huber, M. T., & Maeroff, G. I. (1997) Scholarship assessed: Evaluation of the professoriate
Links to an external site.. John Wiley & Sons.

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A #thread exploring the Scholarship of Teaching & Learning 

Please add your own / favourite #SOTL resources

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A #thread exploring the Scholarship of Teaching & Learning 

Please add your own / favourite #SOTL resources https://t.co/azFOJi6yXN

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A #thread exploring the Scholarship of Teaching & Learning

Please add your own / favourite #SOTL resources pic.twitter.com/azFOJi6yXN
— Danielle M Hinton - SFHEA 🇦🇺🇬🇧🇹🇿 (@hintondm) June 24, 2022

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A #thread exploring the Scholarship of Teaching & Learning 

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A #thread exploring the Scholarship of Teaching & Learning 

Please add your own / favourite #SOTL resources https://t.co/azFOJi6yXN

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A #thread exploring the Scholarship of Teaching & Learning 

Please add your own / favourite #SOTL resources

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A link to the blog post that Jessica wrote following the 3rd ISEEC session for the Journal of Impact Cultures (JIC) which can be found under the blogs tab.

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Introducing the ISSOTL advocacy committee

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Introducing the ISSOTL advocacy committee

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Please feel free to join us and help us promote engagement with SoTL.

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2022 ISSOTL Advocacy committee slide FINAL

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Building your Scholarship of Teaching & Learning (SoTL) Profile

Thursday 17 November 2021, 14.00- 16.00 Book Now! via EventBrite

Facilitators: Dr Jane Pritchard, Oxford University & Professor Jackie Potter, Oxford Brookes University

This two-hour, interactive Zoom workshop positions SoTL as an essential component of academic practice and academic career pathways. You will be invited to review and reflect on your unique SoTL profile, its impact and reach, using resources that will be shared from 2018 SEDA Special 41. The workshop will cover writing about and sharing your SoTL practice, reviewing the SoTL work of others, and the benefits of and approaches to collaboration to meet your SoTL ambitions. At the end of the session you will be supported to develop a SoTL action plan to articulate your future SoTL intentions and to evidence the impact and reach of your past and future SoTL activity. The action plan can be used to guide your career development and to support applications for recognition from your university or from other external bodies, such as SEDA and Advance HE.

Based on:

Pritchard, J., Wisker, G. and Potter, J.A. (2018). Engaging in the Scholarship of Teaching and Learning as part of Continuing Professional Development. In, Potter, J.A. and Turner, R. (Eds.) Doing a good job well – being recognised as an experienced, professional teacher in HE. SEDA Special 41. Staff and Educational Development Association. London: SEDA.

£40 for SEDA members (individual & institutional) / £50 for non-members. Price includes an electronic copy of the SEDA Special on the Scholarship of Teaching & Learning.

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ISSOTL 2022 - ADD YOUR COMMENTS AND IDEAS - PLEASE CONSIDER JOINING OUR COMMUNITY

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ISSOTL 2022 - ADD YOUR COMMENTS AND IDEAS - PLEASE CONSIDER JOINING OUR COMMUNITY

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If you would like to join ISEEC - please e-mail e.abrahamson@herts.ac.uk

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At our next session - tentatively booked for the 30th Nov at 3pm UK time, Peter D'Sena will feed back on the ISSOTL conference and lead the meeting in a discussion around current and future trends in SoTL. The conference website can be found here: https://issotl.com/issotl22/

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The International Society for the Scholarship of Teaching and Learning fosters collaborative, interdisciplinary, and innovative scholarship in higher education teaching and learning around the world. The annual ISSOTL conference is an important venue for facilitating the collaboration of scholars in different countries and disciplines and the flow of new findings across national borders.

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An interesting video (with transcript) on how to approach teaching critical thinking for undergraduates - particularly first years.

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Do you drive a car? So, can you tell me how the carburettor works? Or about the importance of wheel differential? Maybe you can - and if you want to be a Formula 1 driver, that's great. But a vast majority of us just need to know the fundamentals of how to drive. In your first driving lesson, did you sit in the driver's seat? Or did the instructor pop the hood and say, 'So this is how it works..."

My name is Dr Sarah Ivory, I'm a lecturer at the University of Edinburgh, and I'm going to explain how this analogy applies to introducing critical thinking to your university students, and the stunning results you will see in your students if you choose to do this explicitly - but carefully - and not in the way that critical thinking is traditionally introduced.

Following a number of years of postgraduate teaching, I took on the challenge of redesigning our first-year undergraduate offering. And I soon realised that these students were intelligent and enthusiastic, but they didn't know how to think critically.

So I thought I would explain it to them, I'd explain what critical thinking is and how to do it. And I just couldn't explain it. I could do it; it's my bread and butter, it's what I do every day.

But when actually explaining how, I got caught up in long-winded and not useful explanations, which ended with saying "so you need to...think...more...critically".

But what does that actually mean, and how should they do it?

So I started looking into it, and I found that resources for students often jumped from generalist study skills all the way to critical thinking as a philosophical idea comprising logical proofs, laws of thought and Aristotle.

And there is nothing wrong with that. If you want to be an expert in critical thinking, this is important - in the same way that if you want to be a Formula 1 driver, you need to understand your car. But our students, especially our young students, don't need this, not when they are just first being introduced to the idea.

What they need is something that is understandable and - and this is key - something they can apply and do. I want to explain why those two things are different and equally important.

I developed a definition of critical thinking in my book, and it draws on many other experts, and it is this: "Critical thinking is a cognitive process of actively and carefully evaluating the reasoning and evidence behind knowledge and arguments and developing defensible knowledge and arguments ourselves."

This makes the concept understandable. But it does not make it useable. A student can learn this definition off by heart, they can even understand what it means, and still not be able to think critically.

Let's return to our car analogy. They need some time in the driver's seat. They need to press the accelerator and feel the vehicle move. A definition of driving doesn't make us a driver, any more than a definition of critical thinking makes us a critical thinker.

So I introduced three simple aims of critical thinking which I teach my students. I teach them this on day one, and I come back to it in every lecture and, importantly, they know that each of these aims is one of the three criteria by which I will assess all of their assessments.

The big three aims of critical thinking, that I teach, are:

quality of argument

strength of evidence

and clarity of communication.

Purists among you may suggest that "clarity of communication" is a communication rather than a thinking aim, and they'd be right. But communication of our arguments and evidence is essential to developing and improving these through discussion and critique.

These three aims are simple, yes. But they are also the foundation stones of more complex critical thinking, logical proofs et cetera, that can come later if students are interested.

To teach "quality of argument", I suggest you use argument maps which visually depict a claim, which is a position or a proposition, which is linked to a premise, or hopefully a number of premises, which represent the line of reasoning.

Students can practise developing their own argument maps for the topics of your specific lecture, of your specific discipline.

For "strength of evidence", it is really important to demonstrate when evidence is needed, and how to assess different types of evidence. This can be discipline- and topic-specific.

But I find that the key here is if I explain to students why I want them to use certain sources, why academic sources, and also when other sources are either useful or acceptable. Then they engage more in making their own judgements about those sources of evidence.

Finally, it is essential to get your students to practise both written and spoken arguments, and that is their "clarity of communication".

At the end of each of my tutorials, I allocate 10 minutes for students to sit and draw an argument map based on a claim I write up on the board linked to whatever I was just teaching. I ask them to write a paragraph then explaining their argument map.

Towards the end of semester, when they're just a little bit more confident, I will then ask people to talk, to speak up and to talk us through their argument.

The first time my students attempt this, it is a disaster, lots of descriptive writing, incoherent, unlinked facts or opinions. By the end of semester, just 12 weeks later, they are getting it. And to be clear, I don't mark these.

Students come to the realisation themselves on what is working in their written or spoken arguments, and what isn't. That is, the quality of their critical thinking.

I can confidently drive a car. I can even put myself in difficult situations like driving on the other side of the road. And I still don't know how a carburettor works.

Thank you for your time.
Sarah Birrell Ivory is a lecturer in climate change and business strategy at the University of Edinburgh Business School. If you found this interesting and want advice and insight from academics and university staff delivered directly to your inbox each week, sign up for the THE Campus newsletter.

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How to teach critical thinking to beginners

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Do you drive a car? So, can you tell me how the carburettor works? Or about the importance of wheel differential? Maybe you can - and if you want to be a Formula 1 driver, that's great. But a vast majority of us just need to know the fundamentals of how to drive.

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Not sure how many people are on Twitter but the following thread(s) about issues in HE was gaining a lot of traction on Twitter. Whilst there is a lot here and not all of it is pertinent to SoTL, I found the comments about assessment, online vs in-person teaching, massification, and the purpose of HE interesting.

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So this thread 👇🏿seemed to strike a nerve (you have to read past the first tweet btw!)

I have a lot more to say about this stuff, but I need to think carefully about how I phrase it so that I don't... you know... get fired.

I'll try for fewer typos this time too.

Settle in 🧵 https://t.co/Ubd7i0tvdZ

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So this thread 👇🏿seemed to strike a nerve (you have to read past the first tweet btw!)

I have a lot more to say about this stuff, but I need to think carefully about how I phrase it so that I don't... you know... get fired.

I'll try for fewer typos this time too.

Settle in 🧵 https://t.co/Ubd7i0tvdZ

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Dearest Students, 

I don't want to hear a single word of complaint from you EVER, about ANYTHING. 

#AcademicTwitter
#AcademicChatter https://t.co/Gjnt7nO45F

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So this thread 👇🏿seemed to strike a nerve (you have to read past the first tweet btw!)

I have a lot more to say about this stuff, but I need to think carefully about how I phrase it so that I don't... you know... get fired.

I'll try for fewer typos this time too.

Settle in 🧵 https://t.co/Ubd7i0tvdZ
— Dr Peter Olusoga (@PeteOlusoga) December 2, 2022

# data[].attributes.attachment_link.metadata.attachment_props_source.data.text
So this thread 👇🏿seemed to strike a nerve (you have to read past the first tweet btw!)

I have a lot more to say about this stuff, but I need to think carefully about how I phrase it so that I don't... you know... get fired.

I'll try for fewer typos this time too.

Settle in 🧵 https://t.co/Ubd7i0tvdZ

# data[].attributes.attachment_link.metadata.attachment_props_source.includes.tweets[].text
Dearest Students, 

I don't want to hear a single word of complaint from you EVER, about ANYTHING. 

#AcademicTwitter
#AcademicChatter https://t.co/Gjnt7nO45F

# data[].attributes.attachment_link.metadata.attachment_props.original_text
So this thread 👇🏿seemed to strike a nerve (you have to read past the first tweet btw!)

I have a lot more to say about this stuff, but I need to think carefully about how I phrase it so that I don't... you know... get fired.

I'll try for fewer typos this time too.

Settle in 🧵 https://t.co/Ubd7i0tvdZ

# data[].attributes.attachment_link.metadata.attachment_props.text
So this thread 👇🏿seemed to strike a nerve (you have to read past the first tweet btw!)

I have a lot more to say about this stuff, but I need to think carefully about how I phrase it so that I don't... you know... get fired.

I'll try for fewer typos this time too.

Settle in 🧵 https://t.co/Ubd7i0tvdZ

# data[].attributes.attachment_link.metadata.attachment_props.referenced_tweets[].text
Dearest Students, 

I don't want to hear a single word of complaint from you EVER, about ANYTHING. 

#AcademicTwitter
#AcademicChatter https://t.co/Gjnt7nO45F

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Great SoTL Resource from Elon University

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Great SoTL Resource from Elon University

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https://www.centerforengagedlearning.org/

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Featured Videos CEL regularly produces videos featuring contemporary research and theories on engaged learning pedagogies and the scholarship of teaching and learning. Explore additional videos throughout our website, or browse the entire collection.

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Gary Poole SoTL videos on YouTube

Animation by Monica Louie

SoTL: What Works?

https://youtu.be/hOeNMtETMAg

SoTL: Words of Wisdom to Those Starting Out

https://youtu.be/-P_uA_SNjJk

SoTL: Processes vs Outcomes

https://youtu.be/pCEKJqtKjzk

SoTL: Institutional Recognition

https://youtu.be/8EehFAaPLeg

SoTL: Growth in Canada

https://youtu.be/p3Z7e9MZbTs

SoTL: Grand Challenges

https://www.youtube.com/watch?v=HhQfX8iKrU4

SoTL: Educating Funding Agencies

https://youtu.be/QiY7tmEbJZE

SoTL: Microscopic vs Macroscopic

https://youtu.be/2xrXir-mAkQ

SoTL: Why Care?

https://youtu.be/k9MoXxmxysE

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Professor Riddell is a Canadian SoTL scholar 

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Read about Jessica here: https://www.jessicariddell.com/
Jessica has been invited to speak at our next meeting and will bring innovative ideas, and challenge the constraints of global higher education using a SoTL lens.

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Recording of inaugural ISEEC meeting (23.05.22)

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Recording of inaugural ISEEC meeting (23.05.22)

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The link to the recording for the inaugral ISEEC meeting (23.05.22). You will need to log into your Microsoft Teams account in order to access it.

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Inaugural  New Herts SoTL Group meeting-20220523_150210-Meeting Recording

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In this session we were honoured to have Professor Jessica Riddell facilitate an engaging discussion around Hope and challenge.

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ISEEC New SoTL group Next meeting Wednesday 21 September at 3pm UK time.-20220921_150353-Meeting Recording

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This video aims to provide some context and content for doing SoTL - by challenging assumptions and partly disrupting the convention of being an educator. It focusses on the duality of discipline and SoTL scholar.

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Blog Post for 2nd ISEEC meeting on decoding the disciplines

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Blog Post for 2nd ISEEC meeting on decoding the disciplines

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This is a blog post I wrote for the Journal of Impact Cultures (JIC) on the 2nd ISEEC meeting; the post can be found under the blogs section. It explores the experience of being interviewed by David Pace as part of decoding the discipline.

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Recording of 2nd ISEEC meeting (20.07.22) with David Pace

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Recording of 2nd ISEEC meeting (20.07.22) with David Pace

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The link to the recording for the 2nd ISEEC meeting (20.07.22). In this meeting we were lucky enough to have David Pace, author of The Decoding the Disciplines Paradigm (2017), present. He offered to run a decoding session and Kaja Franck, our graduate representation volunteered to be the interviewee. (You can find a blog she wrote about the experience on this Padlet).

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Pre-reading for ISEEC MEETING 21 September 2022 3pm UK time

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Pre-reading for ISEEC MEETING 21 September 2022 3pm UK time

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This link takes you to a piece written by Jessica that will set the scene and theme for our third ISEEC meeting. We encourage attendees to read the piece before the meeting.

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Together we can transform for the better if we can model purposefulness and empathy - and avoid saying everything is great when it isn't.

The way we tell stories about our situation matters. In the midst of a global pandemic, I have been following how leaders - and particularly higher education leaders - talk about the current COVID-19 crisis. Two narratives have emerged that imagine very different futures, which in turn exposes invisible power structures: 1) toxic positivity and 2) critical hope.

Toxic positivity promises us that everything is going to be fine. We are reassured that life will be back to normal in no time. That our institutions can pivot seamlessly to online delivery without diluting student experience. We just have to stick together and look for the silver linings. We are encouraged to shelter in place so we can get back to "business as usual" and look back on this global pandemic with a twinge of nostalgia for pajama pants and pandemic puppies.

Critical hope acknowledges that the world as we know it is changing rapidly. We ask ourselves how we might remake the post-COVID-19 world to be more just, equitable and inclusive. That our institutions cannot "pivot" easily because moving to online delivery changes the relationship we have with our students and threatens our ability to connect in meaningful ways. We double down on collaboration and community just as we understand that silver linings are not always afforded to the most vulnerable and marginalized populations. We are willing to open ourselves up to imagine a new model of education that moves us into a future that is better than our present and more humane than our past.

Toxic positivity effaces conflict and doesn't allow room for disagreement or discontent. This narrative denies that we are in the midst of radical transformation and instead advocates for a return to normality. Critical hope understands complexity and discomfort as a necessary process of transformation, and holds spaces for candid and uncomfortable conversations as a way forward. This narrative recognizes that "normal" was a system based on inequity and injustice that benefitted a privileged few.

One narrative threatens to break us apart because it denies the fact of our transformation. The other narrative offers us a way to be broken open, to occupy the position of learner, to embrace empathy, and to relinquish authority in favour of collaboration - with our students, with our colleagues, with our communities.

Theorizing these two narratives has not been merely a pedagogical or professional exercise. This week my spouse is in hospital after undergoing an invasive surgery to remove a tumour. The path to a diagnosis began the day schools closed in Quebec and the world as we knew it irrevocably changed. Cancer and COVID-19 are intertwined for my family; over the past 12 weeks we've had to navigate the narratives of toxic positivity and critical hope as we talk to our young children about what this all means. We've been candid and careful to make space for the complexity of not knowing all the answers. Perhaps because children are in a constant state of transformation, our kids have responded calmly and with curiosity to the messiness and disorientation - and trusted us enough to know we would come through this together.

My disciplinary research and public scholarship have focused on critical hope and resilience for the last few years. The confluence of personal and global disruptions has tested my theoretical frameworks to their limits; and yet this experience has reinforced my belief that together we can transform for the better if we can model purposefulness and empathy - and avoid saying everything is great when it isn't.

One of my favourite philosophers, Parker Palmer, asserts that "wholeness does not mean perfection, it means embracing brokenness as an integral part of your life. ... These are the broken-hearted people whose hearts have been broken open instead of broken apart." This moment in time offers us an opportunity for clarity in the midst of disruption, of finding meaning in uncertainty, and of distilling purpose to make the world anew. In a recent webinar, David Sylvester, president of the University of St. Michael's College at the University of Toronto, talked about universities as "anchors of hope" for our communities. Our world is in desperate need of leaders and learners who follow the path of critical hope with the courage to be broken open and, in doing so, transform.

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Combatting toxic positivity with critical hope - University Affairs

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Together we can transform for the better if we can model purposefulness and empathy - and avoid saying everything is great when it isn't. The way we tell stories about our situation matters. In the midst of a global pandemic, I have been following how leaders - and particularly higher education leaders - talk about the current COVID-19 crisis.

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The powerpoint slide deck captures the aims, objectives and references to some of the discussions we hold within and beyond the group.

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Welcome from Kaja Franck - ISEEC Graduate Representation

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Welcome from Kaja Franck - ISEEC Graduate Representation

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Welcome from Kaja Franck - ISEEC Graduate Representation

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A brief hello from Kaja Franck the graduate representative for ISEEC.

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Welcome to ISEEC - Message from Earle Abrahamson - ISEEC CO-FOUNDER

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Welcome to ISEEC - Message from Earle Abrahamson - ISEEC CO-FOUNDER

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Welcome to ISEEC 20220823 121536 Meeting Recording