'Valuing Teaching and Sharing Approaches'
RHUL Teaching and Learning Symposium 2018
Thursday, 3rd May, 2018
Management Building Lecture Theatre/Moore Auditorium
Indicative Schedule
11.00Michelle Bentley: Department of Politics and International Relations
Research replication: Improving research methods and critical analysis in student learning
11.30Rosie Meek, MorwennaBennallick, Serena Wright, Nick Hardwick, Michelle Webster, Anita Mehay and Eva Dvorakova: School of Law
Learning Together: The School of Law at HMP Feltham
12.00Ruth Hemus and Giuliana Pieri: School of Modern Languages, Literatures and Cultures
Interdisciplinary Futurism/Performing Dada’s Women
12.30Lunch
1.15Gerard Clough, Norlene Conway, Claire Furlong and Silke Placzeck: Centre for the Development of Academic Skills
Global Leadership Programme
1.45Gillian Gordon: Department of Media Arts
MA 5604 Producing Workshop – Web Series Production
2.15Refreshments
2.30PauldyOtermans, Brunel Students’ Union President, Marco Benedettelli, RHUL Student Faculty Representative-Science, James Ansorg, RHUL Student Faculty Representative-MEL, Clem Jones, Vice-President (Education), RHUL Students’ Union
Student Panel Discussion: Why Good Teaching Matters to Students
3.00Paul Ashwin, Professor of Higher Education and Head of Department at the Department of Educational Research, Lancaster University.
What can we do about ‘teaching excellence’?
Recent higher education policy initiatives, including the Teaching Excellence Framework, have increasingly focused on the need to encourage and measure teaching excellence in universities. Whilst debates around ‘Teaching Excellence’ have the potential to raise the status of university teaching, I will argue that the current dominant notions are likely to distort our understanding of the nature of good teaching and learning in higher education. Rather than rejecting teaching excellence, I will argue for an alternative approach that highlights the role of universities in offering students access to powerful knowledge that changes their understandings of themselves and how they contribute to wider society.
Paul Ashwin is Professor of Higher Education and Head of Department at the Department of Educational Research, Lancaster University, UK. Paul’s research focuses on teaching–learning and knowledge–curriculum practices in higher education and their relations to higher education policies. Paul’s books include ’Analysing Teaching-Learning Interactions in Higher Education’ (2009, Continuum) and ’Reflective Teaching in Higher Education’ (2015, Bloomsbury). Paul is a researcher in the ESRC and HEFCE funded Centre for Global Higher Education, a coordinating editor for the international journal ‘Higher Education,’ and co-editor of the Bloomsbury book series ‘Understanding Student Experiences of Higher Education’.
4.00Close