Dr Simon Lygo-Baker
About
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 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.
University roles and responsibilities
- Graduate Certificate in Learning and Teaching and the MA in Higher Education
ResearchResearch 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 was part of the research team that was funded by HEFCE to investigate Learning Gains. 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 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.
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 was part of the research team that was funded by HEFCE to investigate Learning Gains. 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 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.
Publications
The move from elite to mass systems of higher education has been accompanied by concerns relating to the quality of provision and standards, particularly in relation to the increasing proportion of higher grades awarded to students. Bayesian multilevel models were used to investigate the temporal trend of grade attainment in 101 higher education providers across the UK, between the 2009/10 and 2018/19 academic years, to understand if rising grades are due to inflation or a consequence of improvements across the higher education system. The results suggest a much more positive and proactive picture of a higher education system that is engaged in a process of continuous enhancement. The unexplained variables, rather than automatically being labelled as grade inflation, should instead point to a need to investigate further the local institutional contextual factors that inform grade distribution. The deficit lens through which 'grade inflation' is often perceived is a damaging and unhelpful distraction. Measures, such as improved assessment literacy, are suggested as approaches that the sector could adopt to further develop its understanding of grade improvement as opposed to grade inflation.
In this project we have involved four high-achieving pre-university summer placement students in the development of undergraduate teaching materials, namely tutorial videos for first year undergraduate Electrical and Electronic Engineering lab, and computer simulations of didactic semiconductor structures for an Electrical Science first year compulsory taught module. Here we describe our approach and preliminary results.
Additional publications
Books
Lygo-Baker, S., Kinchin, I. & Winstone, N. (2019) Engaging Student Voices in Higher Education: Diverse perspectives and Expectations in Partnership Palgrave Macmillan.
Medland, E., Watermeyer, R., Hosein, A., Kinchin, I. & Lygo-Baker, S. (2018) Pedagogical Peculiarities: Conversations at the Edge of University Teaching and Learning Sense.
Walters, N., Lygo-Baker, S. & Stryklevic, S. (2001) Empowerment Indicators Policy Press.
Chapters in books
Lygo-Baker, S. (2019). Valuing Uncertainty. In Engaging Student Voices in Higher Education: Diverse perspectives and Expectations in Partnership . Eds Simon Lygo-Baker, Ian Kinchin and Naomi Winstone. Palgrave Macmillan.
Lygo-Baker, S., Kinchin, I. & Winstone (2019) The single voice fallacy. In Engaging Student Voices in Higher Education: Diverse perspectives and Expectations in Partnership . Eds Simon Lygo-Baker, Ian Kinchin and Naomi Winstone. Palgrave Macmillan.
Lygo-Baker, S., Kinchin, I. & Winstone, N. (2019) When all is said and done: consensus or pluralism? In Engaging Student Voices in Higher Education: Diverse perspectives and Expectations in Partnership . Eds Simon Lygo-Baker, Ian Kinchin and Naomi Winstone. Palgrave Macmillan.
Young, K. & Lygo-Baker, S. (2018). Redefining professionalism through an examination of personal and social values in veterinary teaching. In Pedagogical Peculiarities: Conversations at the Edge of University Teaching and Learning. Eds Emma Medland, Richard Watermeyer, Anesa Hosein, Ian Kinchin and Simon Lygo-Baker. Sense Publishers.
Nicholls, G. & Lygo-Baker, S. (2018). Strategic Pedagogic Management: Balancing act or symbiotic relationship between enhancement and assurance. In Pedagogical Peculiarities: Conversations at the Edge of University Teaching and Learning. Eds Emma Medland, Richard Watermeyer, Anesa Hosein, Ian Kinchin and Simon Lygo-Baker. Sense Publishers.
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 Global.
Lygo-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 Falmer.
Lygo-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 Falmer.
Lygo-Baker, S. (2003) Learning styles: adoption and adaptation in Teaching at Post 16. Ed. Lyn Le Versha and Gill Nicholls. Kogan Page.
Journals
Gravett, K., Kinchin, I., Winstone, N., Balloo, K., Heron, M., Hosein, A,. Lygo-Baker, S. & Medland, E. (Available online November 2019) The development of academics’ feedback literacy Assessment and Evaluation in Higher Education.
Alvarez, E., Gilles, W., Lygo-Baker, S. & Chun, R. (2019 Available online 28 March) Teaching cultural humility and implicit bias to veterinary medical students: a review and recommendation for best practices. Journal of Veterinary Medical Education.
Thomson, A., Young, K., Lygo-Baker, S., Lothamer, C. & Snyder, C. (2019). Evaluation of Perceived Technical Skill Development by Students During Instruction in Dental Extractions in Different Laboratory Settings. Journal of Veterinary Medical Education. 46 (3): 399-407.
Bell, L. A. & Lygo-Baker, S. (2019) Student-Centred Learning: A Small-Scale Study of Learning Experience in Undergraduate Translation Classes The Language Learning Journal 47 (3).
Kinchin, I., Heron, M., Hosein, A., Lygo-Baker, S., Medland, E., Morley, D. & Winstone, N. (2018) Researcher-led academic development. International Journal of Academic Development 23 (4): 339-354.
Smith, C. & Lygo-Baker, S. (2018) Exploring connections between teaching excellence and digital fluency in tutors’ conceptions of their own practice: a case study of a Social Science tutor. Educational Developments.
Rogaten, J., Rienties, B., Cross, S.J., Whitelock, D., Sharpe, R., Lygo-Baker, S., & Littlejohn, A. (2018). Reviewing the concept of learning gains in higher education: an affective, behaviour and cognitive perspective. Assessment and Evaluation in Higher Education.44 (3): 321-337.
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.
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.
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.
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.