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Research Seminar Series Autumn 2017
Thursdays 1.00-2.00 pm UELT Seminar Room
(Unless otherwise stated)
Thursday 28 September 2017
Raoul Sommeillier, PhD Candidate in Engineering Education, Université Libre de Bruxelles
How to help university students to overcome their scientific preconceptions
Teachers can experience it every day: students come to science courses with prior knowledge (referred to as preconceptions, misconceptions, alternative conceptions, etc.) that may pose obstacles to learning and be resistant to change.
This seminar extends substantial existing research on preconceptions by focusing on an original framework that illluminates the nature of these common learning obstacles (preconceptions) and a process for helping students overcoming those obstacles (conceptual change). Based on the “domain of validity (DoV)” of knowledge, this theory is called the “DoV-based framework” (Sommeillier, Quinlan, Robert, in preparation) and offers practical, theoretically grounded, teaching strategies. The seminar will be interactive, inviting participants to identify common, troublesome misconceptions they observe in their students and discuss effective teaching strategies to address them.
Thursday 19 October 2017
Tom Parkinson and Joe Watkins
Teaching in disciplines: A visual model for exploring educators' values and decision-making in disciplinary contexts
Description to follow
Thursday 2 November 2017
Sarah Parkes, Newman College
Academic and professional services in partnership to enhance the ‘student experience’
The Student Retention and Success model (Thomas, 2012) highlights the importance of partnership work within the third space (Routledge, 1996; Bhabba in Solomon et al 2006; Whitchurch, 2013) in generating a sense of belonging that promotes student retention, progression and success. Many different models are used to deliver such support but students appear to be less inclined to accept support if it is delivered by professional staff (no matter how highly they are qualified) than by their own, disciplinary academic staff. This highlights the need for closer and more collaborative working between academic and professional staff on issues where the latter may be the more experienced but the former can provide the disciplinary discourse and context (Eales-Reynolds in Parkes et al, 2014). Partnership work between staff and students is also seen more recently as a response to the marketisation of HE demonstrated in the NUS (2016) ‘Manifesto for Partnership’ thus generating questions about readiness for partnership-working, how to begin and what to work together on.
This seminar will discuss emergent themes arising from a pilot study published in 2014 through exploration of the rationale for collaboration across staff and student groups; recognition of the benefits & challenges of collaborative work alongside providing opportunity for reflection on institutional contexts and directions.
Thursday 16 November 2017
Carole Leathwood Professor, London Metropolitan University
Casualisation of academic staff: a discussion of recent findings
Description to follow
Thursday 30 November 2017
Anne Edwards, Professor Emeritus, Department of Education, University of Oxford
Relational expertise in inter-professional collaboration: what is it and what does it offer?
Collaborating within and across practices is expected of professionals who are tackling complex problems. In this seminar Anne will explain the concept of relational expertise, how it arose in her work on inter-professional collaborations. She will also point to examples of how it has been used as an analytic resource in research studies in a range of settings including knowledge exchange in UK higher education. These and other examples are to be found in her recent book: Working relationally in and across practices – a cultural-historical approach to collaboration with Cambridge University Press.
Wednesday 13 December 2017
Jennifer Leigh, Lecturer, Centre for the Study of Higher Education
Exploring Embodied Academic Identity
Dr Leigh will discuss findings from and innovative methods used in a project funded by her recent Society for Research in Higher Education New Researcher’s Prize.