LTHEChat no. 93 – Problem Based Learning with Chris Owen @chrisowen1711

The next LTHEChat Wednesday 18th October 8-9PM (BST) will be based on questions from Chris Owen @chrisowen1711 on Problem-Based Learning.

Chris is a Teaching Fellow at Aston Business School in Birmingham and is the teaching and learning convenor in the Operations and Information Management Group. After a career in industry and consultancy prior to academia, Chris is interested in preparing students for the complexity and ambiguity of the modern business world and is interested in teaching methods that attempt to address this such as experiential and problem based learning.

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 Why problem based learning?

In their future careers, students will often face complex, ambiguous problem situations. To cope in these contexts, they need a range of skills and competencies. Some of these skills are ‘hard’ analytical skills, but they also need other ‘softer’ skills such as problem structuring, self-management and a range of interpersonal skills.

Problem based learning approaches develop students’ abilities to tackle complex, unstructured problems which are closer to the situations they are likely to face in the future. There is some evidence that PBL improves students’ transferrable skills and engagement and can help with career readiness for business students.

What is problem based learning?

In PBL, which originates from medical education, students are presented with complex, ambiguous problem situations. Importantly, they do not have the knowledge to deal with the problem, part of the challenge for them is that they need to identify and gather the necessary data and understanding to tackle the problem. PBL departs from traditional didactic models of teaching; instead of a teacher, the lecturer is repositioned as a facilitator. No longer the expert, the facilitator empowers the student by supporting them in sharing the ambiguity of the situation whether at the identification, analysis or resolution stages. Faced with the introduction of uncertainty and ambiguity, students more familiar with the security of more didactic pedagogies may initially struggle to adapt to this different form of learning. Some may be fearful that uncertainty in the learning process may compromise fairness and consistency of assessment. Others may be distrustful of the process of skill development and the workload. As a group teaching method, students may be concerned about face saving and rapport.

Who does problem based learning?

PBL originated in medical education, but its application has broadened out into many spheres, and arguably it can have a role in all disciplines.

When and where do we do problem based learning?

At Aston Business School, problem based learning approaches are embedded in both second and final year modules to develop key ‘real world’ problem solving capabilities before and after their placement year. Elsewhere in the University, PBL approaches are used in other schools including, for example, Engineering and Pharmacy.

So what, why does this matter?

As teachers we have a responsibility to prepare our students for their future careers. We know that the level of ambiguity and complexity generally in the world is increasing. The pace of change and the sheer volume of data is challenging. One way to respond to these changes is to try teaching methods which give students the opportunity to develop their own capabilities in responding to these more complex and challenging situations.

An example of a Problem Based Learning Activity

In one final year module, we challenge our students in groups of five, to plan and execute a fundraising activity for a charity of their choice. We give them £50 and challenge them to raise as much money as they can in a 24 hour window of their choosing. They have complete freedom to design the event themselves, whilst complying with the University health and safety policies. This activity requires them to employ problem structuring skills, as well as developing interpersonal skills such as influencing, negotiation and team-working.

Results of last year’s activities

For a good introduction to PBL see (Savin-Baden and Major, 2004).

SAVIN-BADEN, M. & MAJOR, C. 2004. Foundations of Problem-based Learning, Maidenhead, England, OUP, McGraw-Hill.

The storify can be found here

See you Wednesday 18th October, same time, same place. 8-9PM (BST)

The LTHEchat team

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LTHEchat no. 92 – “Warning! May or may not include technology” with Sue Watling @suewatling and Patrick Lynch @thebigparticle

Our next #LTHEchat takes place on Wednesday 11th October at 8pm BST and is led by Sue Watling @suewatling and Patrick Lynch @thebigparticle. The title is: “Warning! May or may not include technology”.  Over to Sue and Patrick to tell us what this is all about:

A Technology Enhanced Learning (TEL) approach to supporting learning and teaching can have limited impact and reach. Like attracts like and as TEL Advisors we tended to see the same faces at TEL themed workshops and events. Wanting to shift from Technology First to Pedagogy First, we looked for a topic which would be common to all staff involved in teaching and supporting learning, and felt the answer was the design of learning experiences.

Calling this Design for Active Learning (D4AL) put the stress on students being active participators. This aligned with the concept of students as self-regulated learners as well as moving away from traditional lecture style transmission of content models. The next question was how to sell it to staff who are already change fatigued and time poor. In these data driven times, full of red flags drawing attention to survey and evaluation responses, we wanted to move from a potentially deficit model to a more positive approach.    

 For us, Design for Active Learning is about building a sustainable and scholarly approach to curriculum development and innovation by empowering staff to enhance their own teaching practice.  It lies at the heart of the university’s commitment to an ‘excellence agenda’ in learning and teaching through development of curricula and co-curricular learning.

 This #lthechat will be opportunity to share thoughts on adopting a Design for Active Learning approach to enhancing the student experience, which may or may not include technology (although in 2017 is this a binary which is breaking down?)  

suewatlingSue is a Teaching Enhancement Advisor at the University of Hull and previously Senior Lecturer in Education Development at the University of Lincoln. With a background in technology enhanced learning, Sue supports staff and students with the shift from face-to-face to virtual environments (learning design, developing digital capabilities, accessibility etc) while her PhD research explores how staff conceptualise learning and teaching in a digital age. Sue is co-author of Social Work in a Digital Society and maintains the Digital Academic blog

patrick-lynchPatrick is currently a Teaching Enhancement Advisor at the University of Hull. Patrick has spent (too many) years working with learning technologies in a role supporting staff in their development of learning and teaching, sometimes with the use of technology. Patrick is the community coordinator for the international Apereo Open Source Foundation Learning Analytics Initiative and has recently been working with US company Unicon Inc. supporting the Jisc Effective Learning Analytics Project. Patrick is a proponent of combining Learning Analytics and Learning Design.

The storify will be added here following the chat: Storify LTHE chat no. 92

See you Wednesday 11th October, same time, same place. 8-9PM (BST)

The LTHEchat team

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LTHEChat no. 91 – “Understanding and enhancing student academic representation systems” with The Student Engagement Partnership @tsepartnership and Dr Abbi Flint @DrAFlint

Our next #LTHEchat of the new academic year takes place on Wednesday 4th October at 8pm BST and is led by The Student Engagement Partnership @tsepartnership and Dr Abbi Flint @DrAFlint.  They recently collaborated on a small-scale qualitative research project: Architects of their experience: The role, value and impact of student academic representation systems in Higher Education in England. Ahead of the publication of their report, TSEP and Abbi will be posing a series of questions informed by their research focus and the findings from their interviews with sector experts, higher education providers, and students’ unions.

Through our history of working to support student engagement in quality assessment and the development of learning and teaching, TSEP have observed the continued central role of student academic representation systems in these processes. The importance for student representation is acknowledged in TSEP’s Principles for Student Engagement, and although its value is broadly agreed across the sector there has been little insight into or reflection on student academic representation in recent years. We were interested in exploring current perspectives on their role, value and impact, and understanding how these systems have evolved in the context of developments in student engagement theory, policy and practice. Whilst acknowledging the excellent work going on in other nations of the UK around SAR, our research focused specifically on the English HE sector, in line with TSEP’s area of focus and funding arrangements at the time of this research from the Higher Education Funding Council for England (HEFCE).

We anticipate the research findings to be of interest to anyone working with student academic representation systems, whether from a higher education provider or students’ union, association or guild. The findings provide rich insights into current perspectives of providers and students’ unions on their student academic representation systems, and indicate many fruitful avenues for future research and dialogue. We hope that you find the report and recommendations useful in reflecting on your own practices and policies and invite you to join the debate by getting in touch with us at


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Student engagement is about empowering students to shape their own educational experience and creating excellent teaching and learning within a connected and cohesive higher education community. The Student Engagement Partnership (TSEP) champions and develops student engagement practice in the English higher education sector. Through our work, we provide expertise and insight, bringing together established and emerging knowledge and practice in order to equip student engagement professionals, practitioners and decision-makers across the sector with the knowledge and skills they need to make a success of student engagement in their context. TSEP is based within the National Union of Students.



Abbi Flint is an independent educational developer and researcher with specialist interest and experience in student engagement and partnership. Abbi has over 14 years’ experience of working in the UK HE sector, in institutional and national roles, with a consistent focus on participatory cultural change and student engagement and partnership in learning and teaching. She is a Principal Fellow of the Higher Education Academy. Abbi is a Visiting Research Fellow in Student Engagement at Birmingham City University, where she has conducted research into staff perceptions of student engagement, and convenes the RAISE Partnership special interest group. She regularly publishes and presents at national and international conferences and is a member of the International Advisory Group for the International Journal for Students as Partners and the Editorial Advisory Board for the Journal of Further and Higher Education.


The storify will be added here following the chat: Storify LTHE chat 91

See you Wednesday 11th October, same time, same place. 8-9PM (BST) 

The LTHEchat team



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LTHEChat no. 90 – “Most excellent – recognising, incentivising, and championing teaching excellence in all its forms” with Sam Grogan @SamGrogan and Graham Holden @GrahamJHolden

Our next #LTHEchat of the new academic year takes place on Wednesday 20th September at 8pm BST and is led by Sam Grogan (@SamGrogan) and Graham Holden (@GrahamJHolden).  It will look at “Most excellent – recognising, incentivising, and championing teaching excellence in all its forms”. Sam and Graham are the Directors of the Teaching Excellence Alliance Programme which has been established by the University Alliance mission group. This #LTHEchat follows their recent ‘sandpit’ activity in which 60 staff from across University Alliance universities came together to explore, demonstrate and celebrate the characteristics of professional and technical teaching at Alliance universities (#TEASandpit). This #LTHEChat is part of series of activities which are intended to explore, define and celebrate the unique identity of teaching in Alliance universities.

Their topic is drawn from Sam’s WonkHE article on this work:

‘It would be a sad, narrow world in which there was only one way to do things well – just one road to excellence. Students are diverse, and there are many ways to help them learn and succeed. Whatever your view on the current components of the Teaching Excellence Framework, there are few who would disagree that it is right to recognise, incentivise, and champion teaching excellence in all its forms. How do we understand what these diverse forms are, what are their defining features, and what makes them excellent?’

Sam joined University of Salford as Dean of Students in May 2014 and then moved into the position of Pro Vice-Chancellor Student Experience in September 2016. Sam’s role at Salford combines executive responsibility for assurance of the quality and standards of the institutional academic portfolio and its strategic direction and characteristics, Sam-Grogan-newalongside leadership and enhancement of the wider student experience towards a holistic sustainable student success which prepares students for life. This exciting creative role sees him work with students and colleagues across the University and its partners to strategically enhance pedagogical practices, supporting structures, processes and systems aligned to a positive student experience and wider success.



Graham is Director of Learning and Teaching at Sheffield Hallam University and is responsible for matters relating to quality assurance, teaching quality and technology enhanced learning. Graham’s responsibilities include the university’s Inspirational Teaching Awards, co-ordinating the GrahamUniversity’s response to the TEF and leadership of a number of institutional enhancement initiatives, including the University’s Digital Learning Project. His current interests include flexible learning and promoting and supporting teaching.



Together Graham and Sam are responsible for leading the Teaching Excellence Alliance Programme for the University Alliance. You can read more about this work here:

The storify will be added here following the chat: Storify LTHE chat 90

See you Wednesday 20th September, same time, same place. 8-9PM (BST) 

The LTHEchat team

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LTHEchat no. 89 – Staff and student “digital” development with @digisim Simon Thomson

Welcome back after the Summer!

Simon ThomsonOur first #LTHEchat of the new academic year takes place on Wednesday 13th September at 8pm BST and is led by Simon Thomson (@digisim) and will look at staff and student digital development.

Simon asks: “As our environments become increasingly blurred between digital & physical space how should we approach the development of our academic staff in order to place critical digital pedagogy at the centre of curriculum design?”

This LTHEchat is part of a week long series of activities (physical and digital) running at Leeds Beckett University as part of our Developing Excellent Academic Practice programme of events. Embedding “digital” as part of a pedagogical process of curriculum design is a key activity at the University. As the quote below highlights, it’s not necessarily about staff being required to use digital tools but knowing when & how to use them effectively as part of their overall curriculum design.

“Digital Pedagogy is precisely not about using digital technologies for teaching and, rather, about approaching those tools from a critical pedagogical perspective. So, it is as much about using digital tools thoughtfully as it is about deciding when not to use digital tools, and about paying attention to the impact of digital tools on learning.” – What is Digital Pedagogy? (n.d.).

Retrieved from 

Simon is a “flipped academic” (Bruton 2012). He is Head of Digital Pedagogy at Leeds Beckett University, an academic post in the Centre for Learning & Teaching. His current work includes the development of a conversational framework for technology use, with a focus on it’s ability to enable, enhance, enrich and empower learning & teaching.

He has led on a number of funded Learning & Teaching projects including a JISC/HEA funded Open Education project and a Leadership Foundation supported 1to1 tablet device implementation, examining the effects such deployment has on learning & teaching and learners and teachers. He has presented and published his work at a number of national and international conferences, predominantly in the areas of learning technology and open education.

Simon was awarded an HEA National Teaching Fellow (2014) and is a Senior Fellow of the Higher Education Academy, SEDA accredited in Embedding Learning Technologies and an Apple Distinguished Educator.

He tweets as @digisim and sporadically blogs here:

The storify will be added here:

See you Wednesday 13th September, same time, same place. 8-9PM (BST) #LTHEchat

The LTHEchat team

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An ‘extra #LTHEchat’ with #altc trustees James Clay and Sheila MacNeill plus guest Dr Bonnie Stewart

LTHEchat is delighted to be invited by Maren Deepwell, CEO of the Association of Learning Technology to host an ‘extra chat’ to coincide with #altc. Many of our #LTHEchat community will be familiar with this wonderful organisation and the annual conference.

As part of this year’s ALT conference, ALT Trustees James Clay and Sheila MacNeill will be joined by conference key note speaker Dr Bonnie Stewart for a special #altc themed tweet chat. Following Bonnie’s keynote from earlier in the day, the tweet chat will be focusing on notions of empowerment in digital spaces in relation to learning and teaching. How can/do we allow teachers and learners to be empowered by and through digital spaces and services? What are your successes and challenges in this area?
Join us at 4pm on Tuesday 5th September.

Bonnie StewartBonnie Stewart is an educator and social media researcher fascinated by who we are when we’re online. An instructor in the Faculty of Education at the University of Prince Edward Island, and Founder/Director of the media literacy initiative Antigonish 2.0, Bonnie is interested in the intersections of knowledge, technology, and identity. As Director of Edactive Technologies, Inc., Bonnie keynotes and consults about digital strategy, digital pedagogy, and community capacity-building around the world. She is currently lead researcher and writer of a ten-year Cultural Strategy for the province of PEI. Bonnie has been a teacher and facilitator for more than twenty years, and she enjoys few things more than a lively discussion. She does her best thinking out loud on Twitter as @bonstewart.

Sheila MacNeillSheila MacNeill is an Senior Lecturer in Digital Learning at Glasgow Caledonian University and Trustee of ALT. Sheila will become Chair of ALT during the 2017 conference. Sheila is currently part of the Academic Development Team at GCU working to develop effective pedagogical approaches through the use of digital technologies. Sheila is active on social media and regular blogger. You can find our more about her work and current thoughts on a range of education related issues on her blog and on Twitter as @sheilmcn

James ClayJames Clay is a Senior Co-Design Manager at Jisc and has over twenty years experience working in education. He has been a teacher, a project director, an ILT manager and an IT director. He has managed a range of projects over the years in various roles, including mobile learning, e-books, IT infrastructure, learner analytics, copyright, institutional resources, VLEs and student records. On Twitter he can be found as @JamesClay

The tweets were curated as a storify which can be found here:


Further opportunities

If you cannot make #altc this year you can join a Virtually Connecting Google Hangout and chat with some of the speakers at the conference. These include Bonnie Stewart and Donna Lanclos, Sian Baine, Peter Alston, Maren Deepwell, Peter Goodyear, Linda Creanor. Do follow @vconnecting for more info on future opportunities to virtual connect with educators across the globe.

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Date for your diary: Summer Community-Led Pop-up Chat 16th August 8pm #LTHEchat


Summer pop-up chat

Towards the end of the last #LTHEchat Prof Phil Race tweeted:


In response Prof Peter Hartley put forward the suggestion for a Summer community-led pop-up chat. What’s this you might ask?! Well it’s a tweetchat where you the #LTHEchat community suggest themes and then vote for the top theme. Once decided you will then suggest the questions for this theme.

The plan is to:

  • open and share a Google doc with a deadline which allows everyone to suggest a main theme for the chat and vote on others’ suggestions. We will kick it off with a few suggestions.
  • at the first deadline – 8th August – confirm the top theme and issue a new doc with a deadline which invites questions on that theme.
  • at this second deadline – 14th August – confirm the 6 top questions and their order
  • run the chat at the agreed time and date – 8-9pm on 16th August.

As everyone has the theme and questions, everyone can facilitate!


Don’t you just love it when a plan comes together?! The #LTHEchat community has worked together to choose and vote on a topic and a collection of questions.

Some students feedback negatively on the ‘flipped classroom’ teaching style. Is the answer blended delivery or improved flipped classroom?

Q1 So we are all on the same page, exactly what do you mean by the ‘Flipped Classroom’ teaching style? #LTHEchat
• Q2 What Flipped Classroom activity has engaged your students most? #LTHEchat
• Q3 Is there any evidence that the flipped classroom works? #LTHEChat
• Q4 How do you sell a flipped or blended learning approach to your students?
• Q5 What do you do to ensure students undertake reading etc., before F2F session? #LTHEchat
• Q6 What one piece of advice would you give to a newbie re Flipped Classroom? #LTHEchat

The chat was captured as a storify by Chris Jobling, a regular member of the #LTHEchat community and one of our esteemed Golden Tweeters. You can find the storify here:

Below is how it was organised. Well done everyone. 


Community-led pop-up chat homework

So here’s what you need to do to contribute to the creation of the pop-up chat:

Step 1
Put Wednesday 16th August 8pm in your diary!

Step 2
Add your suggestion for a main theme to the table in this Google Doc. If the theme you like is already there, add your vote to the right hand column. Please complete this by Tuesday 8th August.

Step 3
Take a look at the chosen theme and contribute questions for this topic to the table in this Google Doc. Please complete this by Monday 14th August.  

Step 4
Join us for our community-led Summer pop-up chat on Wednesday 16th August 8pm 

We do hope you will join us from where ever you are – at home or chasing the sun! Until then follow @LTHEchat and #LTHEchat for updates.

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Enjoy the summer break #LTHEchat

Dear #LTHEchat friends,

We created a short mini film in which our last organising team shares their recent #LTHEchat experiences from the other side. Please watch this if you are considering joining a future team.


We would like to thank the #LTHEchat community, all our guests and collaborators, the #HEAchat and the RAISE network and wish you a relaxing summer wherever you are, whatever you do and hope to see you again in September.


Escape to an(other) island… image by Chrissi available under cc at

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LTHE chat no. 88 Assessment in 21st Century Learning and Teaching in Higher Education

The focus of this week’s #LTHE chat is one which many of us will be involved in right now – and may be breaking away from final assignments, exams, or marking in order to take part – Assessment.

This week’s Tweetchat comes from RAISE – the network for Researching, Advancing and Inspiring Student Engagement ( and is coordinated by their Special Interest Group coordinator for Engaging Assessment, Dr Deena Ingham.

Assessment is an essential part of higher education life for students and staff. Whether we do it as well as we could or should, whether it does what it should, is certainly something which has been debated by many experts over the years, but tonight’s focus is on the role of assessment in student engagement.

Repeatedly since 2005 when the National Student Survey was introduced, assessment and feedback have been shown to be the area students are least happy with.  We know too individual research and case study work that many academics find much of the assessment they are asked to evaluate equally unsatisfactory. Year after year institutions ask academics what they are going to do about addressing the issues arising from the NSS in terms of assessment and feedback.

To put this in context, the 2017 National Student Survey asked undergraduates leaving their first degrees four specific questions about assessment and feedback:

  1. The criteria used in marking have been clear in advance.
  2. Marking and assessment has been fair.
  3. Feedback on my work has been timely.
  4. I have received helpful comments on my work.

There are no questions in the NSS about inspiring, absorbing, productive and thus engaging assessment, about exciting and absorbing approaches which is what we hope to hear tonight. In RAISE we are aware that many in higher education are developing hugely challenging and engaging assessment practices so tonight will be a chance to share those, together with ideas, concerns and give us all a chance to benefit from the collective power of the #LTHE community

When you answer it would be really helpful to understand your perspective – are you a student or staff? What’s your subject area too?

See the shortened Storify (the too many tweets last night, Storify couldn’t pull in) and check out #lthechat on Twitter.


Deena Ingham

Dr Deena Ingham

As a Senior Fellow of the Higher Education Academy I have been involved in UK higher education as an academic and academic developer since 2004, joining Loughborough’s Centre for Academic Practice in February 2014.

I am the Programme Director of the Associate Teaching Programme (ATP), and deliver modules on the Postgraduate Certificate in Academic Practice (PGCAP). I am responsible for a series of teaching development workshops, mentor colleagues through Loughborough University’s Continuing Professional Development (CPD) Scheme, and have a particular interest in the areas of assessment, learning engagement and degree legacy.

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LTHEchat no.87 Professional Development Challenges in Learning and Teaching in Higher Education

This week we have Professor Sally Brown returning to LTHEchat with a great topic. Over to Sally to describe this week’s topic…

In our new book to be published with Palgrave in the summer of 2017, ‘Professionalism in practice: key directions in higher education learning, teaching and assessment’ (Sambell, K., Brown, S and Graham L.), Kay Linda and I have concluded with a series of seven challenges for readers around translating action into transformative change to benefit our students, our universities and ourselves, and these challenges will form the basis of my Tweetchat, in which my two co-authors aim to engage too.

Higher Education Institutions are not always happy places to work nowadays, since there is an increasing emphasis on performativity, multi-tasking and target achievement. Our aim in writing the book was to help to make the lives of those working in higher education careers more productive, positive and pleasurable, while simultaneously improving the lot of students who are the focus of our work. So for this tweetchat, we hope that by engaging with some of our challenges, you will have the satisfaction of knowing you are doing the worthwhile job effectively of fostering excellent practices and positive student experiences as committed and dynamic professionals. So are you prepared to make a commitment to:

  • Self-challenge: some educational innovations might feel unfamiliar or challenging. If there are aspects of practice you find force you out of your comfort zone, for example, using innovative technologies to assess, flipping learning or doing role plays with groups, what strategies can you use to overcome these hurdles? Are there ‘buddies’ you can access who can help you along the way (and are there some things you can help them with reciprocally)?
  • Ongoing professional development; in just about every profession, there is an expectation to undertake periodic and productive developmental activity. How much time are you able to commit to professional updating? As well as pedagogic courses and conferences, are you able to access informal self-development opportunities like Tweetchats like our own #lthechat) and engagement with MOOCs? How much time can you allocate to reading about Learning, Teaching and Assessment, and are your prime sources for updating books, articles, professional magazines (like SEDA’s Educational Developments) or electronic publications? How do you prioritise your reading?
  • Partnerships with students: your learners have a high stake in the professional work you undertake. To what extent do you work with student representatives and others to enhance curriculum design, delivery and assessment (Healey, 2014)? How much account do you take of feedback from current students to improve the experiences of subsequent cohorts? To what extent do your systems allow (or require in the UK) students to be involved in quality assurance activities? Do you take every available opportunity to learn from your students?
  • Inclusivity: how can you, in your live and virtual classrooms, work towards equivalence of experience if not identicality? How can you combat some of the barriers that society puts in place to disable some learners? In planning assignments, do you build in reasonable adjustments for students with disabilities from the outset, rather than waiting for contingencies to arrive and designing alternatives at the last minute (Waterfield, West and Parker, 2006)? Are you careful about not making assumptions about students’ domestic and personal circumstances? For example, refugees and students from ‘Looked After’ backgrounds, that is from foster or child-care homes, do not always have family to turn to for help or advice, and not all students live in traditional family contexts.
  • Engaging with communities of practice around learning, teaching and assessment. To what extent are you able to engage with the pedagogic strands within your professional, regulatory or subject bodies? Where you work in an institution which has Faculty or University/college wide commitment to CPD, how much can you contribute to your LTA conferences and workshops? Can you contribute to institutional design and delivery of your Post Graduate certificate programmes in Academic Practice/ Learning and Teaching in Higher Education? What can you do to foster developmental approaches to teaching observation? How can you best share your good practice with others within and beyond your own HEI, nationally and internationally?
  • Cross-cultural capability: higher education nowadays has global reach and cross-cultural expectations (Jones and Killick, 2013). Do you use teaching, learning and assessment practices that some students in your classrooms find unfamiliar and alien? How do you go about finding out what kinds of experiences they have had to date of teaching, learning and assessment, the last of which is often very different? Do you support international colleagues to understand how national quality systems work in your country? Is your curriculum designed to showcase international practice in case studies and the like?
  • Paying forward: it is likely that you have in your career benefitted from support from more experienced colleagues. How can you bring on the next generation of teachers and learning support staff? Can you take under your wing colleagues new to teaching, (and particularly assessment), not only to help them flourish, but also to assure the standards of the curriculum provision you share? To what extent can you mentor colleagues seeking professional accreditation or career advancement? How can you be a good academic citizen?


Healey, M., 2014, February. Students as partners in learning and teaching in higher education. In Workshop Presented at University College Cork (Vol. 12, pp. 15-00).

Jones, E. and Killick, D., 2013. Graduate attributes and the internationalized curriculum: Embedding a global outlook in disciplinary learning outcomes. Journal of Studies in International Education17(2), pp.165-182.

Waterfield, J., West, R. and Parker, M., 2006. Supporting inclusive practice: developing an assessment toolkit. Towards Inclusive Learning in Higher Education: Developing Curricula for Disabled Students, Routledge: London, pp.79-94.



Professor Sally Brown is Emeritus Professor of Higher Education Diversity in Teaching and Learning at Leeds Metropolitan University and was until July 2010 Pro-Vice Chancellor (Academic). She is also a Visiting Professor at the University of Plymouth and Adjunct Professor at the University of the Sunshine Coast and James Cook University (both in Queensland, Australia). Sally has worked in education for more than forty years and was, for five years, Director of Membership Services for the Institute for Learning and Teaching, prior to which she worked at the University of Northumbria at Newcastle for almost 20 years as a lecturer, educational developer and Head of Quality Enhancement.

She is a National Teaching Fellow and was awarded a £200,000 NTFS grant for three years to research Innovative Assessment at Master’s level. She is widely published, largely in the field of teaching, learning and assessment. Sally is an independent consultant and workshop facilitator who offers keynote addresses at conferences and events in the UK and internationally.

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