By Dr Camille Kandiko Howson, Centre for Higher Education Research and Scholarship
On 25th July 2024, Imperial’s Centre for Higher Education Research and Scholarship hosted a joint Perspectives in Education lecture and a book launch. Belonging and Identity in STEM Higher Education (UCL Press) was edited by Professors Camille Kandiko Howson and Martyn Kingsbury. The book features contributions from several Imperial staff as well as from scholars around the world.
By Lauren Shields, PhD Student in the Centre for Higher Education Research and Scholarship
On Monday 10th June 2024, over 20 PhD and Early Career Researchers from across all four Imperial faculties met in a first-of-its-kind networking event. As a PhD social scientist in a STEMMB institution, it can be hard to find other researchers conducting similar research to you. We are often either isolated in departments or are lacking targeted training or collaboration sessions with others in the same institution. I wanted to host an event that would bring these researchers together, to form connections and learn from each other, as well as celebrate the hugely important offerings that social science can bring to physical science. (more…)
By Dr Iro Ntonia, Centre for Higher Education Research and Scholarship
Inclusivity in teaching and learning within the HE context is a nuanced and layered concept. It is commonplace for HEIs to rely on toolkits and recommendation checklists, however oftentimes the true meaning of inclusive practice, and the complexities of implementing an authentically inclusive and equitable approach are often lost in translation from checklist to practice. In a research project led by Katie Stripe (Senior Learning Designer, Education Office), we reflected on our own practice and explored alongside practitioners what the perceived barriers for implementing an inclusive teaching and learning approach may be. We recently published our findings in the Journal of Learning Development in Higher Education (DOI: https://doi.org/10.47408/jldhe.vi28.1034 ) and are currently exploring avenues for disseminating our conclusions. (more…)
We are excited to share the highlights of our inspiring and enjoyable, presentation and prize-giving event where we showcased the outstanding work of our students and celebrated their academic achievements. For those who missed the event or wish to relive the moment, we’re pleased to announce that the recording is available on Panopto.
By Julianne Viola and Luke McCrone, Centre for Higher Education Research and Scholarship
Julianne Viola and Luke McCrone remotely attended the International Sociological Association (ISA) World Congress of Sociology held on 25th June – 1st July 2023. The conference theme centred on ‘Resurgent Authoritarianism: The Sociology of New Entanglements of Religions, Politics, and Economies’.
The conference focussed on how sociologists worldwide contribute to the understanding of resurgent authoritarianism (a shift away from democratic principles, such as individual rights and freedom of expression, toward centralised power) and engage (physically and critically) in the formidable social movements we are witnessing today in different parts of the world. We presented on our work on the Belonging, Engagement, and Community (BEC) and Imperial Bursary projects.
By Nikki Boyd and Kate Ippolito, Centre for Higher Education Research and Scholarship
We were delighted to facilitate a one-hour interactive, online presentation entitled ‘Active emotions, active engagement’ for the 3rd Festival of Active Learning: hosted by The Active Learning Network and held from 23rd-27th April 2023. The ALN represents “a group of people from around the world who share an interest in active approaches to learning” and the annual (now ‘Global’) Festival of Active Learning provides an opportunity for those within and beyond the network to share and celebrate ideas and research relevant to active approaches to learning.
By Luke McCrone, Centre for Higher Education Research and Scholarship
This blog reports on a mixed method approach combining qualitative methods with space occupancy datasets recently published in a research article in the International Journal for Qualitative Methods. The mixed method was developed in my doctoral research (supervised by Professor Martyn Kingsbury) which explored how undergraduate students perceive and engage with different learning spaces and the transitions between them. (more…)
By Sheri Djafer, Centre for Higher Education Research and Scholarship
The in-person three day event which took place on the South Kensington Campus, brought over 150 people together discussing ‘Transition and Transformation’. With many external keynote speakers invited to present, the event gathered the attention of many members of the Imperial community from across College.
This years theme for the event ‘Transition and Transformation: Thinking, Experiencing and Being in STEMMB’ was inclusive of perspectives College wide as it invited many speakers from different Faculties to participate and share practice. (more…)
Dr Julianne K. Viola, Centre for Higher Education Research and Scholarship
Last summer, I was contacted by Professor Sam Elkington (Teesside University) and Dr Jill Dickinson (University of Leeds), in partnership with Society for Research into Higher Education (SRHE), to be a panel speaker for their new 2023 symposia series entitled “Landscapes of Learning for Unknown Futures: Prospects for Space in Higher Education.” Yesterday, I participated in this symposium as a speaker, and enjoyed the thought-provoking, day-long discussion with colleagues. (more…)
Dr Richard Bale, Senior Teaching Fellow in Educational Development, CHERS
How can we make our feedback practices more inclusive? What does it mean to be feedback literate from student and educator perspectives? What does it mean to be interculturally competent? How do culture and language affect how feedback practices are conceptualised and enacted? These are some of the questions that Dr Monika Pazio Rossiter and I grapple with in our recent paper: Cultural and linguistic dimensions of feedback: a model of intercultural feedback literacy, published in Innovations in Education and Teaching International. (more…)