📆 Tuesday, 14th December at 10am GMT (Teaching Philosophy Theme)

📚 Reading

Ruge, G., Schӧnwetter, D.J., McCormack, C. and Kennelly, R., (2021) Teaching philosophies revalued: beyond personal development to academic and institutional capacity building. International Journal for Academic Development, pp.1-15. https://www.tandfonline.com/doi/full/10.1080/1360144X.2021.1963735

Where & When

Webinar Details: https://bham-ac-uk.zoom.us/meeting/register/tZ0pdOutqzkoGtQaZSSGCG8v14hFmaAX08rS
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Abstract: This research investigates the value of teaching philosophies (TP) for today’s academics and their institutions. It offers a new framework to enhance academic development, personal resilience, and institutional capacity building. Since the 1990s, TPs have been formalised as personally constructed and reflectively written statements of educational values, beliefs, and practices. Whereas within universities, TPs have been institutionalised for academic performance reviews, awards, and promotions. In-depth personal interviews on TPs and their value on personal journeys and institutional experiences were conducted with academics from Australia and Canada. The findings highlight the value and future potential of TPs beyond a formulaic role.

Past

📆 Wednesday, 10th November at 11am GMT (Assessment Theme)

📚 Reading

Nieminen, J.H. and Lahdenperä, J., (2021) Assessment and epistemic (in) justice: how assessment produces knowledge and knowers. Teaching in Higher Education, pp.1-18. https://www.tandfonline.com/doi/pdf/10.1080/13562517.2021.1973413

Where & When

Webinar Details: https://bham-ac-uk.zoom.us/meeting/register/tZ0ude2pqTorGNCYj0Z3mUI9xIF5VCbEoAh-
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Abstract: Assessment is often used to promote learning, but the mechanisms of how assessment relates to epistemology – knowledge and knowing – have been scarcely studied and theorised. In this study, we examine students’ epistemic resources in relation assessment in the context of university mathematics education. We draw on the theoretical framework of epistemic injustice in order to understand how assessment produces knowledge and knowers. Using reflexive thematic analysis, we analyse 77 students’ essays about their experiences and ideals of assessment practices. We discuss how the students contributed to coconstructing the dominant status of exams in mathematics - exams were deemed fit to assess mathematical knowledge. At the same time, experiences of alternative assessment practices enabled students to re-define what constitutes valid knowledge and how such knowledge can be demonstrated and assessed. We conclude by noting that developing student-centred assessment practices not only fosters students’ learning but also promotes their epistemic resources.

📆 Thursday, 14th October at 10am BST (Personal Tutoring Theme)

📚 Reading

Yale, A. (2019) Quality matters: an in-depth exploration of the student–personal tutor relationship in higher education from the student perspective. Journal of Further and Higher Education https://www.tandfonline.com/doi/full/10.1080/0309877X.2019.1596235

Where & When

Webinar Details: https://bham-ac-uk.zoom.us/meeting/register/tZYrcuysrTwuGNdOxX6fOi5SPLLE3xpAJb_J
(You must register to access the Zoom meeting link)

Abstract: In an increasingly marketised UK higher education (HE) context, research on personal tutoring is crucial given its potential to positively influence both student outcomes and institutional measures of success. For example, students who experience poor personal tutor (PT) experiences may question the value of their degree in more economic terms and consider leaving university. Investigating the quality and nature of the student–PT relationship is therefore of great importance to anyone working in HE. Specifically the current research explores six first-year students’ experiences of their PTs, through detailed interpretative phenomenological analysis of interview data. First, the analysis revealed a number of antecedents to the student–PT relationship that impact on students’ expectations and experiences of their PT. Second, the findings revealed insights into how the relationship develops and the importance of the first interaction. Third, the analysis elucidated the nature and quality of student–PT interactions and how these have consequences for the students’ overall PT experience. The implications for HE and the potential impact on PT practice and provision are discussed. Notably, this research highlights the need for institutions to consider the implicit and often mixed messages conveyed within student support mechanisms regarding notions of independence.