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
The origin of the symposia series
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…)
Dr Luke McCrone and Dr Mike Streule
This blog reports on two ‘transitional space’ redesign projects recently published in a research article in the International Journal for Students as Partners. Both projects concerned spaces in the Blackett Building of Imperial’s South Kensington campus and help to demonstrate the power of a research-based, student-centred approach to education-space redesign. The first pilot project was completed just prior to COVID-19 and the second project carried out during the pandemic.
Evie Brass, Muqing Xue, Madhur Varadpande, Anushika Raheja, Nusrat Kamal and Camille Kandiko Howson
This is a student shapers project with the Centre for Higher Education Research and Scholarship (CHERS). The project focuses on scaling practices, looking at how they affect student competition, belonging and fairness. Scaling practices essentially means ‘grading on a curve’, such that the marks achieved by students are adjusted to match a desired distribution. With this in place, there is an unofficial quota for each degree class. The end-goal of this project is to improve the current systems in place to aid in increasing student belonging. This is primarily focused on attempting to reduce competition between peers. (more…)