Practice and pedagogy

Come to our monthly Practice & Pedagogy sessions between 10am and 11am every third Wednesday of the month (excluding July and August).

About the sessions

The idea was conceived as a dedicated forum to share practice. Sessions are characteristically thought-provoking, lively and fun.

Sessions typically take the form of presentations and discussions of innovative projects which relate L&T theory to practice around the University. They may also include reports on themes and developments from key conferences, ‘reading club’ sessions and hands-on workshop-based activities.

In addition to SPLASH and ALS (Additional Learning Support), events are often attended by members of TEL (Technology Enhanced Learning), Researcher Development (RDP), wider library staff (e.g. Faculty Engagement Librarians), DHE and WP&O (Widening Participation & Outreach), contributing greatly to the ideal of cross-service sharing of practice and thinking.

Invitation

The sessions have a couple of spaces for Surrey staff who work in other areas of the University, these spaces are allocated on a first-come, first-served basis. If you see an event that you’d be interested in attending, let us know.

If you are interested in presenting a future session, please email Robert Walsha, at: r.walsha@surrey.ac.uk.

New programme 2017/18

This session will explore the theme of student transitions, specifically relating to students’ entry to higher education. pre-reading paper

The first part of this session will critically dissect the theme of transitions and will share how the department of Widening Participation and Outreach has responded to some of the challenges that students’ face during transition, including the shaping of expectations and the construction of a learner identity.

Then, having read a journal article in advance, the second half of the session will allow attendees to discuss and debate a series of questions around transitions that are designed to consider how we might facilitate this significant but complex trajectory into university.

Adam Bingham-Scales (SPLASH) & Jonathan Plummer (WP&O)

Autism Spectrum Conditions (ASC) may excel with their individual academic work, but struggle to engage in other aspects of university life. It has been reported that 26% of graduates with ASC are unemployed six months after course completion, compared with 8.8% of non-disabled graduates, and 11.4% of disabled graduates as a whole. This suggests a skills gap in comparison with other graduates. In this session we will consider how ASC might impact on a student’s success at university, and their preparedness for future employment. The session will include a discussion of what other HEIs are doing to support this group of students, both in the UK and the USA, and what we are doing. Catherine Lowe (ALS)

 Having had the privilege of working in learning and teaching with staff and students in the UK and the USA, there are clear contextual differences. However, there are also opportunities to learn across the apparent divide. This session will consider my experience as a short case study, drawing out some key themes as well as encouraging participants to think about the divides that they may also be able to bridge and subsequently learn across. Simon Lygo-Baker (DHE)

Once perceived as a radical practice in certain disciplines, OA is now mainstream. Funders and research institutions expect researchers to openly share their research publications and data and, more broadly, engage with practices that ensure greater transparency and support wide engagement collaboration.
These developments put the onus on institutions to educate their doctoral students in the concepts and practices of OA. For researchers’ behaviour to change, it is essential that the training allows them to engage, debate and have a stance on open access, which they can apply in their own work.
We present the development of a pilot workshop on open research for doctoral students at the University of Surrey. The aim of the training was to go beyond factual knowledge of open research concepts and benefits, to bring about changes in attitude openness and its wider implications. A participatory approach was adopted to engage doctoral students on a debate related to OA (Open Access). 
The outcomes of this approach, and its potential applications in teaching other topics at undergraduate level, will be discussed. Christine Daoutis (Open Research) & Christan Gilliam (RDP)

Previous topics

Download a list of previous Practice and Pedagogy topics (PDF).

Staff educational development

Our Pedagogy & Practice sessions contribute in a small, informal way to the wide range of educational development-supportive events and activities at Surrey.

See core programmes and events facilitated by DHE and TEL, many of which have a recognised CPD dimension.

Department of Higher Education (DHE)

Department Technology Enhanced Learning (TEL)