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
Antimicrobial stewardship in veterinary clinical practice with effective infection prevention and control (IPC) measures is important in reducing the use of antibiotics. The aim of this study was to investigate the effectiveness of the AMRSim tool (simulating the pre-surgical preparation of a dog patient) in influencing the knowledge, confidence levels and perception of veterinary students towards antimicrobial resistance (AMR), asepsis and IPC contributing to pre-surgical sterility. A quasi-experimental study was conducted as a voluntary sign up series of facilitated workshops independent from the curriculum for the Bachelor of Veterinary Medicine and Science degree program students at the University of Surrey vet school. 69 students from years 1-4 participated in the study (41; experimental group) from February to March 2020. Participants completed Jisc® online questionnaires, before (7-10 days), during (only experimental group) and after (7-10 days) the workshop. Data were analysed with Mann-Whitney U Tests. At baseline, no statistically significant differences were found between the experimental and control groups on any of the pre-tests for baseline IPC knowledge questions (p > .05). Post-tests indicated some significant improvements for the experimental group in that they agreed that they would be more likely to carry out IPC behaviours in future veterinary practice than the control group (U = 527.50, p < .001). They also demonstrated improved IPC knowledge about whether to use antibiotics when preparing an animal for surgery depending on the type of surgery undertaken (U = 432.00, p = .043). Post workshop questionnaire responses indicated that the learning experience with the AMRSim tool was enjoyable (100% positive), engaging (97% positive), changed attitude of participants towards asepsis and its role in AMR (82.5% positive) and that they understand more about asepsis than before (80% positive). Percentage of participants who felt “very/extremely informed” about IPC increased 3-fold from 26% (before) to 79% after the workshop. Participants further agreed that they would be more likely to adhere to IPC measures in clinical placements in the remainder of their undergraduate years due to the learning archived at the workshop. Further pedagogical research is being carried out using the AMRsim tool within the curriculum as this project continues.
To explore the affective domains embedded in academic development and teacher practice, a team of academic developers was invited to consider a poem and how it reflects the emotions and feelings underpinning experiences as teachers within Higher Education. We used a method of arts-informed, collective biography to evaluate a poem to draw upon and share memories to interrogate lived experiences. Our research is framed using the lens of pedagogic frailty model to see how affective and discursive encounters are produced and impact us. We contend that collective arts-based and biographical approaches can provide alternative ways for ourselves and teachers to examine their own pedagogic frailty.
Teaching anatomy to veterinary students is challenging, and using two-dimensional (2D) representations may limit the opportunity for learners to make the connections required to fully appreciate the complex structures involved and the relationships between them. This research considered the implementation of three-dimensional (3D) modeling using Play-Doh with learners to consider whether they were able to make effective representations that may then support further learning. The evidence from teacher observations and student feedback suggests that, despite some initial hesitation surrounding the use of what some might perceive as a toy in the higher education classroom, the learners believed that the approach allowed improvement in terms of their understanding, knowledge retention and recall. They reported that the approach enabled greater visualization of the structures they were representing. For teachers, the approach has the advantage that the material is cheap, readily available, easily manipulated, can be reused, and needs no sophisticated technology.
In this article, we examine how thinking with affect theory offers fertility within higher education studies to see and do teaching and learning differently. For many educators in universities, the idea that teaching is a cognitive process of information transmission is still taken-for-granted. These beliefs are visible through the persistence of nomenclature such as 'content', predictable learning 'outcomes', and by the dominance of linear teaching aids (such as PowerPoint slides) across the sector internationally. An alternative conception of what teaching and learning is, and does, posits the classroom as a space of emergent relational connections in which learning is experienced as an affective force that constitutes being-in-the-world. To sketch shapes for understanding the affective encounters of teaching and learning, we think with the concept of inconvenience from the work of cultural theorist Lauren Berlant. We offer three illustrative examples of how teaching might be understood as an opportunity to surface, to welcome, and to problematise the inconvenience of others. Our argument is that an engagement with the affective in education can help us in understanding how power relations make themselves felt within the affective currents of educational encounters, as well as enabling educators to recraft their teaching in creative and meaningful ways. We conclude by contending that critical theories of affect can enhance educators' work towards fostering social justice in the classroom, as well as in moving closer to an enriched understanding of the discomfort and challenge of what it means to teach and to learn.
The COVID-19 pandemic created an abrupt need for effective remote clinical experiences for senior clinical veterinary students. Subsequently, the authors created virtual clinics. This activity was derived from a problem-based learning (PBL) model wherein students designed clinical cases and participated through virtual role play as clients and clinicians. The purpose of this article is to describe virtual clinics and to report data from focus groups of participating students and faculty facilitators from two institutions regarding the positive and negative aspects of the shift in practice. A few common emerging themes included that case rounds were fun and engaging, students could learn at their own pace, and peer-to-peer learning opportunities had perceived value. Themes are reflected against the pedagogical literature to draw out areas that resonated. Students felt this activity was more engaging than listening to a discussion of a case they had no ownership of, and facilitators agreed that the peer-to-peer interactions added to student engagement. Additionally, students developed a deeper knowledge about the underlying disease process and clinical presentation of their case, which required independent and self-directed learning, enabling students to think about a case from a client's perspective. By participating in these activities, students developed skills of classroom-to-clinic transitional value. While virtual clinics should not replace in-person clinical experiences, this activity might be useful to facilitate students' transition from a structured classroom setting to a less-structured clinical experience.
After spending a year working on the development of a new online Master's programme in higher education, members of the development team were interviewed to reveal their thoughts about the nature of the programme. The dialogue of each interview was summarised as a concept map. Analysis of the resulting maps included a modified Bernsteinian analysis of the focus of the concepts included in terms of their semantic gravity (i.e. closeness to context) and the degree of resonance with the underpinning regulative discourse of the programme. Data highlight a number of potential issues for programme delivery that centre around the use of appropriate language to manage student expectations in relation to the process of learning and the emotional responses this can stimulate, as well as the tensions that can be foregrounded between the demands of teaching and research within a university environment.
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.
Cultural humility, with its concomitant understanding of the importance of the influences of diversity and inclusion, improves health outcomes in the human medical field. Recent changes to the American Veterinary Medical Association Council on Education requirements in veterinary medicine include teaching the impact of implicit bias on the delivery of veterinary medical services. Because overt enhancement of self-awareness is not fodder for traditional veterinary medical education delivery systems, in this article we review existing literature on the impact of recognition of implicit bias on health care and offer insights on ways to help veterinary students learn this skill, drawing on evidence from an inter-professional intervention called WisCARES (Wisconsin Companion Animal Resources, Education, and Social Services).
This pilot survey study describes student expectations and experiences at WisCARES, a low-cost veterinary medical teaching clinic where students from multiple disciplines collaborate. We hypothesized that prior to the workday, students would describe different expectations of working in an interdisciplinary access to care clinic than what they ultimately experienced. We surveyed 62 students from the School of Veterinary Medicine (46) and pharmacy (16) who spent a clinic day at WisCARES. Before introductory rounds, students completed a short survey consisting of four open-ended questions about their learning expectations; at the end of the day, they reviewed their initial responses and added what they actually learned. Qualitative information was categorized and analyzed using descriptive statistics. Thirteen major themes emerged: diversity, confidence, communication, case lead/case management, financial experience, helping people, teamwork, technical skills, inter-professional experience, mentoring, non-specific positive regard, appreciation for resources, and rounds. Students reported improved confidence in managing and leading cases with specific positive outcomes in communicating with clients, particularly regarding leading financial conversations. Developing greater insight into diversity was a common theme expressed in students' expectations but was less frequently noted as an end-of-day outcome. Veterinary students less frequently described the value of the inter-professional environment and collaboration, but this was a major theme noted among pharmacy students. Student feedback was positive overall. The current study is useful in identifying areas for improving collaborative instruction and access to care professional student learning opportunities.
Cultural humility debriefing provides learners with the opportunity to consider how they engage with clients and patients while keeping their own identities and biases in mind. In this article, we invite a deeper understanding of the cultural humility debrief by reviewing its history and uses, describing the state of mind and communication skills required for successful facilitation, and providing a step-by-step process as a framework for veterinary educators to implement effective cultural humility debriefing in practice.This teaching technique is rooted in established communication tools-specifically, permission seeking, open-ended questions, reflective listening, and empathy. Drawing on experience from an inter-professional clinic that serves people who live at or below the national poverty level, this article offers insights to veterinary educators so they can use the cultural humility debrief. By utilizing the outlined debriefing strategies in a clinical setting, it is possible to augment any existing veterinary curriculum and strengthen education around cultural topics.
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.