Simon Lygo-Baker

Dr Simon Lygo-Baker


Senior Lecturer in Higher Education

Biography

Biography

I joined the University of Surrey from King's College London towards the end of 2010. At King's I was responsible for a series of academic programme initiatives, including working closely with colleagues developing learning in clinical environments and working with staff at the Royal Veterinary College. I initially completed a BA and MA in Political Science and then spent some years working for a local authority. In the late 1990s I returned to higher education to undertake a PGCEA and then a PhD in Education at the Institute of Education considering the role of identity and values.I initially worked on a series of European funded projects developing educational interventions for those considered as potentially socially excluded, such as refugees and asylum seekers, those in recovery from addiction and those excluded from education. It was a result of this work that I took a position at St George's Hospital in London to develop educational opportunities with the Department of Addictive Behaviour. I then moved on to King's College London before arriving at Surrey. In the past few years I have had the privilege of spending time working and teaching in the USA and hold a position at the University of Wisconsin at the School of Veterinary Medicine, working on some interesting initiatives such as WisCARES a team that provide veterinary care to animals with the homeless.I have always had an interest in learning and particularly enjoy opportunities to collaborate with colleagues in the disciplines. It is through these initiatives that I have learned to adapt my own approaches which continue to evolve as I witness new ways of thinking across and beyond the university. It is a result of these experiences that I have increasingly put myself into areas of discomfort to see how I myself learn. In recent years that has resulted in working with a stand-up comedian (https://www.youtube.com/watch?v=fHZyK05yM_8 ) to explore teaching approaches and this has extended to looking at this with a range of other people such as preachers in the US, script writing and trying other things, such as experimenting with writing a blog. Somehow I also agreed to be entered into Strictly Come Surrey, which reminded me there are some things which are really difficult (and some of those there say on evidence impossible) to learn.

“Teachers open the door. You enter by yourself” Chinese Proverb.

I have a fascination for understanding how people learn and trying, through my own practice, to find effective ways to enable this to happen. I hope that my own teaching continually evolves and I have learned a great deal from colleagues over the years across a range of disciplines. I remain fascinated by the challenges that exist and trying to make connections with learners. I am constantly aware of the sound of my own voice and am constantly fighting the desire to allow it even greater emphasis in the learning environment. I have learned a great deal from both my own practice, talking to and observing others and reading new ideas that challenge my own approach. Key influences have been particular colleagues over the years, such as Sharon and Nick. However, I would also acknowledge that ideas drawn from authors such as Parker Palmer and Stephen Brookfield who have also been influential.I have developed a range of different academic development programmes, both those designed to develop those across a range of disciplines, as well as those aimed at particular discreet groups (such as veterinarians and physiotherapists). I have also taught on a range of other undergraduate and postgraduate programmes as well as teaching in both Saudi Arabia and the United States. I am also an external examiner.

At Surrey I currently teach on:Graduate Certificate in Learning and Teaching and the MA in Higher Education

Research interests

“The important thing is not to stop questioning” Albert Einstein.My own research interests continue to evolve but mainly focus upon questions related to the values that underpin our actions and the different lenses through which these can be examined and understood. I have worked on a range of different European funded initiatives looking to examine how different socially excluded groups engage with educational opportunities. In recent years I have worked closely with colleagues in a range of clinical environments to understand the ways that people learn within such settings. I have undertaken research with colleagues at the SaIL Centre in London, looking at simulation learning, and also at the Medical and Veterinary Schools at the University of Wisconsin in Madison, looking at residents and interns as teachers in particular. I have worked as an evaluator on a range of educational initiatives, most recently looking at the introduction of a professional development portfolio for physiotherapists in a London NHS Trust.I am currently part of the research team that has been funded by HEFCE to investigate Learning Gains (http://www.open.ac.uk/iet/main/node/1211). In addition with a colleague at the University of Suffolk I have a SEDA funded project examining excellence and digital learning. To expand my own understanding of technology I helped set up a partnership called the Teaching and Learning Conversations (https://tlcwebinars.wordpress.com/) a monthly webinar that encourages researchers to share their ideas and practice to a wider audience.I see my own practice as a key area of my own research and therefore am constantly reflecting upon how to challenge and develop my own approach. I am subsequently interested in aspects of disjuncture in learning, causing situations of discomfort to enable change, learning from other sectors and challenging perceptions. I am always interested in collaborations that challenge my own assumptions and ideas.

My publications

Publications

Books

Walters, N., Lygo-Baker, S. & Stryklevic, S. (2001) Empowerment Indicators Policy Press

Chapters in books

Lygo-Baker, S. (2017). The Role of Values in Higher Education: The Fluctuations of Pedagogic Frailty. In Pedagogic Frailty and Resilience in the University. Eds. Ian Kinchin and Naomi Winstone. Sense Publishers

Lygo-Baker, S. & Hatzipanagos, S. (2014) Creating an authentic space for a private and public self through e-portfolios In Advanced Research in Adult Learning and Professional Development: Tools, Trends, and Methodologies IGI Global

Jones, A. Di Napoli, R. Markless, S. & Lygo-Baker, S. (2013) The Impact of Academic Development? SEDA Special Evidencing the Value of Educational Development, Ed. Veronica Bamber

Rienties, B., Giesbers, B., Tempelaar, D. T., & Lygo-Baker, S. (2013). Redesigning teaching presence in order to enhance cognitive presence, a longitudinal analysis. In Z. Akyol & D. Garrison (Eds.), Educational Communities of Inquiry: Theoretical Framework, Research and Practice (pp. 109-132). Hershey, PA: IGI GlobalLygo-Baker, S. (2004) Policy and initiatives: the need to reconceptualise scholarship in The Challenge of Scholarship: Rethinking Learning, Teaching and Research. In G. Nicholls Routledge FalmerLygo-Baker, S. (2004) An International Perspective: the implication of scholarship for professionalism in The Challenge of Scholarship: Rethinking Learning, Teaching and Research . In G. Nicholls Routledge FalmerLygo-Baker, S. (2003) Learning styles: adoption and adaptation in Teaching at Post 16. Ed. Lyn Le Versha and Gill Nicholls. Kogan PageJournals

Bell, L. A. & Lygo-Baker, S. Student-Centred Learning: A Small-Scale Study of Learning Experience in Undergraduate Translation Classes The Language Learning Journal

Kinchin, I., Hosein, A., Medland, E., Lygo-Baker, S., Warburton, S., Gash, D., Rees, R., Loughlin, C., Woods, R., Price, S. & Usherwood, S. (2017) Mapping development of a new MA in higher education: Comparing private and public perceptions Journal of Higher and Further Education 41 (2): 155-171

Jones, A., Lygo-Baker, S., Markless, S., Rienties, B. & Di Napoli, R. (2015) Conceptualising impact in academic development: Finding a way through HERSDA 36 (1): 116-128

Lygo-Baker, S., Young, K. & Kokotailo, P. (2015) Confidence in uncertainty: understanding how interns and residents perceive their roles as educators in veterinary and human medicine Journal of Veterinary Medical Education 42 (4): 364-372

Cavalli, G., Hamerton, I. & Lygo-Baker, S. (2015) What are we going to do about a problem like polymer chemistry? Develop new methods of delivery to improve understanding of a demanding interdisciplinary topic Chemistry Education Research and Practice Vol 16: 293-301

Rienties, B., Giesbers, B., Rees, R., Ma, S. & Lygo-Baker, S. (2014) Why some teachers easily learn to use a new Virtual Learning Environment: a Technology Acceptance Perspective Interactive Learning Environments

Campanella, M. & Lygo-Baker, S. (2014) Reconsidering the lecture in Modern Veterinary Education Journal of Veterinary Medical Education Vol 41 (2): 138-145

Rienties, B., Brouwer, N., Lygo-Baker, S., Dekker, P. (2014) Changing the Educational Beliefs of Teachers through an Interdisciplinary Online Teaching Programme: Are Business Teachers Different from Teachers of other Disciplines? Are business teachers a different breed when it comes to ICT training? Business and Management Education Vol 1 (1): 32-46

Rienties, B., Brouwer, N., Lygo-Baker, S. (2013). The effects of online professional development on teachers' beliefs and intentions towards learning facilitation and technology. Teaching and Teacher Education. Vol 29: 122-131

Percival, J. & Lygo-Baker, S. (2012) Preliminary investigations into the selective use of concept maps in teaching physical chemistry to non-chemistry specialist students New Directions in the Teaching of Physical Sciences, HEA Vol 8: 43-48

Rienties, B., Giesbers, B., Tempelaar, D., Lygo-Baker, S., Segers, M. & Gijselaers, W. (2012) The role of scaffolding and motivation in CSCL Computers & Education Vol 59: 893-906

Lygo-Baker, S. & Hatzipanagos, S. (2012) Enabling professional development with e-portfolios: creating a space for the private and public self International Journal of Online Pedagogy and Course Design Vol 2 (1): 37-52

Rienties, B., Markless, S. Lygo-Baker, S., Ponsford, S. (Submitted: 08-10-2012). An experimental study on online student evaluation: length and diversity matters. Submitted to: Educational Assessment, Evaluation and Accountability

Rienties, B., Brouwer, N., Lygo-Baker, S., Dekker, P. (Submitted: 26-03-2012). Are business teachers a different breed when it comes to ICT training? Submitted to Advances in Business Education and Training

Rienties, B., Brouwer, N., Waterval, D. Lygo-Baker, S. (Submitted: 20-08-2012). Do PBL teachers have stronger student-centred beliefs towards (technology-enhanced) learning? A cross-institutional empirical comparison. Submitted to: Interdisciplinary Journal of Problem Based Learning

Rienties, B., Brouwer, N., Lygo-Baker, S. (2013). The effects of online professional development on teachers' beliefs and intentions towards learning facilitation and technology. Teaching and Teacher Education. Vol 29: 122-131

Rienties, B., Gisbers, B., Tempelaar, D., Lygo-Baker, S., Segers, M. & Gijselaers, W. (2012) The role of scaffolding and motivation in CSCL Computers & Education Vol 59: 893-906

Lygo-Baker, S. & Hatzipanagos, S. (2012) Enabling professional development with e-portfolios: creating a space for the private and public self International Journal of Online Pedagogy and Course Design Vol 2 (1): 37-52

Bolt, D, Witte, T. & Lygo-Baker, S. (2010) The complex role of veterinary clinical teachers: How is their role perceived and what are the expectations of them? Journal of Veterinary Medical Education Vol 37 (4):388-394

Hay, D., Kehoe, C., Miquel, M., Hatzinpanagos, S., Kinchin, I., Keevil, S. & Lygo-Baker, S. (2008) Measuring the quality of e-learning British Journal of Educational Technology Vol 39 (6): 1037-1056

Hay, D. Kinchin, I. & Lygo-Baker, S. (2008) Making learning visible: the role of concept mapping in higher education Studies in Higher Education Vol 33 (3): 295-311

Kinchin, I., Lygo-Baker, S. & Hay, D. (2008) Universities as centres of non-learning Studies in Higher Education Vol 33 (1): 89-103

Lygo-Baker, S. & Hatzipanagos, S. (2007) Beyond Peer Review: Investigating Practitioner Perceptions of Teaching Observations Undertaken by Academic Developers International Journal of Learning Vol 14 (8): 99-105

Hatzipanagos, S. & Lygo-Baker, S. (2006) Teaching Observations: Promoting development through critical reflection. Journal of Further and Higher Education, 30(4), 421-431

Lygo-Baker, S. (2006) Re-evaluating values: the impact of academic developers International Journal of Learning Vol 12

Hatzipanagos, S. & Lygo-Baker, S. (2006) Teaching Observations: A Meeting of Minds? International Journal of Teaching and Learning in Higher Education Vol 17, no.2

Valsraj, K.M. & Lygo-Baker, S. (2006) A balancing act: developing curricula for balanced care within community psychiatry. Advances in Psychiatric Treatment Vol 12

Ashley, F.A., Gibson, B., Daly, B., Lygo-Baker, S., & Newton, J.T. (2006) Undergraduate and postgraduate dental students' “reflection on learning”: a qualitative study. European Journal of Dental Education Vol 10

Lygo-Baker, S. (2000) The participation and inclusion of marginalized learning communities Journal of Widening Participation and Lifelong Learning. Vol 2, no.2

Conference papers

Rogaten, J., Jugariu, M., Hitchings, C., Scott, I., Kinchin, I., Sharpe, R., Lygo-Baker, S., & Rienties, B. (2017) Longitudinal analysis of students' learning gains in Higher Education across two UK institutions. Symposium Presentation. Society for Research in Higher Education, Newport, December

Smith, C. & Lygo-Baker, S. (2017). Case studies of HE tutors exploring teaching excellence and digital fluency Society for Research in Higher Education Newport, December

Rogaten, J., Rienties, B., Whitelock, D., Cross, S.J., Littlejohn, A., Sharpe, R., Lygo-Baker, S., Scott, I., Warburton, S., & Kinchin, I. (2016). “Multilevel modelling of learning gains: The impact of module particulars on students' learning in Higher Education”, Society for Research in Higher Education Newport, 7 December 2016

Sporea, R., Jackson, P. & Lygo-Baker, S. (2016) Developing undergraduate teaching materials in collaboration with pre-university students Materials Research Society, 27th November - 2nd December, Boston

Aktan, I. & Lygo-Baker, S. (2016) Student cadaver preference attitudes and concerns survey Veterinary Education 6th-8th July, Glasgow

Chapman, S. & Lygo-Baker, S. (2016) Veterinary Admissions Process: The Use of Personality Profiles Veterinary Education 6th-8th July, Glasgow

Reedy, G., Lygo-Baker, S. & Jones, A. (2016) Evaluate Learning in a Debrief: How do we do it, what does it tell us International Meeting on Simulation Healthcare, 15th-20th January, San Diego

Stead, R. & Lygo-Baker, S. (2016) Enhancing student engagement through 'process learning': an exploratory modelling workshop Surrey ExciTeS, 6 January 2016, Guildford, Surrey

Sporea, R.A. & Lygo-Baker, S. (2015) Summer Research Placements: State of the Art Science by pre-University Students Materials research Society, 29th November- 4th December, Boston

Coppi, A., Stead, R. & Lygo-Baker, S. (2015) Play Doh: A robust tool for teaching developmental and comparative veterinary anatomy, VetEd Symposium, 9th July, Cambridge

Reedy, G., Lygo-Baker, S. & Jones, A. (2015) Creating a Learner Centred Faculty Development Strategy for Simulation International Meeting on Simulation Healthcare, 10-14th January, New Orleans

Lygo-Baker, S., Kokotailo, P. & Young, K. (2014) Confidence in Uncertainty: Developing a Programme of Support for Novice Teachers in Veterinary and Physician-Based Medicine International Association for Medical Education, 30th August-4th September, Milan

Lygo-Baker, S., Reedy, G. & Jones, A. (2014) Using research to improve teaching in a simulation centre: asking the right questions to explore what, why and how we work with learners International Meeting on Simulation in Healthcare, 26-31st January, San Francisco

Lygo-Baker, S., Reedy, G. & Jones, A. (2013) “Using Disjuncture to Understand Teaching in a Simulation Environment” International Meeting on Simulation in Healthcare, 26-30th January, Orlando

Reedy, G., Lygo-Baker, S. & Jones, A. (2013) “Qualitative Enquiry and Simulation: Asking How and Why Simulation Works” International Meeting on Simulation in Healthcare, 26-30th January, Orlando

Lygo-Baker, S., Weller, S. & Jones, A. (2011) “Using teaching circles as a method of academic development for new faculty” CETL Annual Conference, 4th-6th April, Oxford University, England

Lygo-Baker, S., Markless, S. & Woolford, M. (2009) “It shook me to the core” 1st-3rd July, International Learning Conference, University of Barcelona, Spain

Lygo-Baker, S. (2007) An investigation into the perceptions of teaching observations undertaken by academic developers, 26th-29th June, International Learning Conference, University of Witwatersrand, Johannesburg, South Africa

Lygo-Baker, S. (2006) The impact of external factors of academic identity. The European Higher Education Society Conference, 30th August - 1st September, Luiss Liberia University, Rome, Italy

Lygo-Baker, S., Sheeran, G. & McManus, P. (2006) Diversity in Higher Education, University Association of Lifelong Learning, 27th-28th March, University of Warwick

Lygo-Baker, S. (2005) The role of values in the development of academic identity. International Learning Conference, 11th-14th July, University of Granada, Spain

Lygo-Baker, S. (2005) Diversity in the higher education classroom. University Association of Lifelong Learning one day special conference on Diversity, 31st May, Bradford University

Lygo-Baker, S. (2004) Professional Development: Understanding the Impact of Academic Developers Values on Academic Enhancement. European Conference on Educational Research, 22nd-25th September, University of Crete

Hatzipanagos, S., Lomas, L., Lygo-Baker, S., Markless, S. & Nicholls, G. (2004) Professional Education, Academic Development and Higher Education. European Conference on Educational Research, 22nd-25th September, University of Crete

Lygo-Baker, S. (2003) The development of identity on a learning and teaching programme. Teaching and Learning in Higher Education Conference, 13th-17th April, University of Aveiro, Portugal

Cragg, R, & Lygo-Baker, S. (2002) Watered down learning. Society for Research into Higher Education, 10th-12th December, University of Glasgow

Lygo-Baker, S. & Nicholls, G. (2002) The development of identity: What impact does a masters programme aimed at enhancing learning and teaching have? European Conference on Educational Research, 11th - 14th September, University of Lisbon, Portugal