Quality Provision and Support for Distance Doctoral Students

Dr Katrina McChesney, Senior Lecturer in Education, University of Waikato, New Zealand

Dr James Burford, Assistant Professor of Global Education and International Development, Warwick University, UK

Professor Liezel Frick, Department of Curriculum Studies and the Director of the Centre for Higher and Adult Education, Faculty of Education, Stellenbosch University, South Africa

Tuesday, 24 Jan 2023 at 9:30 AM (UK time)

Registration here: https://tile24jan23.eventbrite.co.uk

Abstract:   

Today’s distance doctoral students are an extremely broad cohort. Some might be officially enrolled as “distance”, “online”, or “remote” learners, but there are also increasing numbers of students who work off-campus due to their geographic location, family/care responsibilities, paid employment, the nature of their fieldwork context, or visa/border issues. Some doctoral students may simply prefer to be in their own space; others may wish to avoid the time loss involved in commuting to campus. Still other students may experience mobility issues, forms of neurodiversity, discrimination, or financial pressures that make going into campus difficult, unsafe, or prohibitive.

We argue that all of these diverse students deserve quality provision and support as they undertake doctoral study. Our supervisory and institutional practices should no longer be guided by traditional stereotypes of the “ideal” or “normal” doctoral student, or by inertia around the ways we have “always” worked with doctoral students. Instead, we must reconsider what it might look like to support all our doctoral students well.

In this session, we will draw on our 2022 #DistanceDoctorates research project, which gathered accounts from a diverse group of doctoral students worldwide. Based on the students’ experiences, we will offer prompts for reflection/evaluation as well as some practical strategies to help both supervisors and institutions move towards equitable and high quality provision for distance doctoral researchers.

About the speakers:

Dr Katrina McChesney is a Senior Lecturer in education at the University of Waikato in New Zealand. Her doctorate (from Curtin University, Australia) was completed entirely by distance, first while living and working full-time in Abu Dhabi, and then while working part-time in New Zealand. Katrina’s overarching research interest is people’s experiences in education – what it’s like for them – and this orientation centres her interest in the lived experiences of distance doctoral students. Katrina founded and co-edits Ipu Kererū, the blog of the New Zealand Association for Research in Education and serves on the editorial board of Learning Environments Research, a Q1 Springer journal. On Twitter: @krmcchesney 

Dr James Burford is an Assistant Professor of Global Education and International Development at Warwick University in the UK. Prior to taking up his position at Warwick, James worked at universities in Australia and Thailand. Jamie undertook his PhD through the University of Auckland via distance from various locations – working in a student support centre in Dunedin, caring full time for an unwell relative in Christchurch, and lecturing full-time in Bangkok. Jamie’s research is broadly in the area of critical university studies, with a particular interest in doctoral education, academic im/mobilities, and gender and care in higher education. He co-edits the Conference Inference blog. On Twitter: @jiaburford 

Professor Liezel Frick is based in the Department of Curriculum Studies and the Director of the Centre for Higher and Adult Education at the Faculty of Education, Stellenbosch University, South Africa. Her research interests are within the broader field of doctoral education, with a particular focus on aspects of doctoral creativity and originality, learning during the doctorate, and doctoral supervision. In 2015, she received the Best African Accomplished Educational Researcher Award for 2013-2014 by the African Development Institute (ADI) and the Association for the Development of Education in Africa (ADEA). On Twitter: @FrickLiezel

Katrina, Jamie, and Liezel, along with their colleague Tseen Khoo (La Trobe University, Australia), collaborate in the area of doctoral research by distance. Their work can be explored at https://doctoralresearchbydistance.wordpress.com/ or on Twitter using the hashtag #DistanceDoctorates. The team also host a Facebook group for those undertaking, supporting, supervising, researching, or otherwise interested in doctoral research by distance: https://www.facebook.com/groups/doctoralresearchbydistance

Life in Scotland for LGBT Young People – Education Report 2023

Dr Kathleen Cronie (She/her), Research Officer, LGBT Youth Scotland

Michelle McCartney (She/her), Education Manager, LGBT Youth Scotland

Tuesday, 21 Feb 2023 at 4PM (UK time)

Registration here: https://tile21feb23.eventbrite.co.uk

Abstract:   

In our recently published Life in Scotland for LGBT Young People 2022 research, we found that just 10% of participants rated the experience of school for LGBTI young people as ‘Good’, with low levels of satisfaction also found for college and university. This session will explore ways in which educational settings can improve the experience for LGBTI learners.

Kathleen will begin the session by presenting findings from LGBT Youth Scotland’s recently published Education Report, based on a nationwide survey of LGBTI people between the ages of 13 – 25 which has been run every 5 years since 2007. In this report 5 key themes were highlighted by young people as ways in which education could be improved to better support LGBTI learners. These were: Supportive Staff; Respectful & Inclusive Spaces; LGBTI-Specific Information; Policies & Guidance; and Taking Action.

Following this, Michelle will present a set of practical recommendations based on the findings, aimed at educators and policymakers. She will also present LGBTYS’s Charter, a straightforward programme that enables educational settings to proactively include LGBTI people in every aspect of their work, protecting staff and providing a high-quality service to learners. A current charter client will talk about their experience of the programme, the changes to practice they have implemented, and the impact the Charter has had on their school.

About the speakers:

Dr Kathleen Cronie (she/her) is the Research Officer for LGBT Youth Scotland and led on the recent Life in Scotland project, which was launched last year and is the largest piece of research to date focusing on LGBTI Young people in Scotland. The findings from this research have appeared in evidence to the Scottish Government on the Gender Recognition Reform Bill, and in guidance for teachers on LGBTI inclusion issued by the General Teaching Council for Scotland. In addition to her work with LGBT Youth Scotland, Kathleen is also a musician and is the Musical Director of Loud & Proud, Scotland’s first LGBT+ choir. Her research interests also include work on mental health inclusivity in choirs, LGBT inclusion in choirs, and participant-focused practice for conductors. She received her PhD in Education with Music from the University of Aberdeen in 2021, with her thesis focusing on singer-focused practice and the role of a choral conductor. When she is not at work Kathleen is most often found escaping to the Scottish hills with her wife. Twitter: @kathleencronie

Michelle McCartney (she/her) is the Education Manager at LGBTYS. Her main responsibility is to develop and deliver LGBT Youth Scotland’s Educational Programmes which seek to build the capacity of professionals and decision makers to meet the needs of LGBTI young people. Michelle works closely with Scottish Government, Education Scotland and key decision makers to ensure LGBT Education remains a key implementation focus, and also oversees the development and delivery of the LGBT Education Charter Programme. She has previously worked as a Primary School Head Teacher and is an Aberdeen University Alumni. When she is not at work, she is a Highlander negotiating the busy west coast of Scotland, owned by a wife and small naughty dog! Twitter: @MichellePWMcCar

Trauma-Informed Education and Promoting Resilience in the Classroom

Dr Chelsea Robertson, Assistant Professor of Psychology, West Liberty University, West Virginia

Tuesday, 21 Mar 2023 at 4 PM (UK time)

Registration here: https://tile21mar23.eventbrite.co.uk

Abstract:   

The past few decades have seen a growing awareness of the effects trauma has on student outcomes, along with the recognition that educators have an important role in fostering their students’ positive development. Additionally, interest has grown in how educators may promote a classroom culture that fosters student growth and achievement. With this growing interest has come a focus on the effects of trauma on student outcomes and how educators can mitigate these effects.

This talk will discuss research on the prevalence and effects of Adverse Childhood Experiences (ACEs) on students’ academic, physical, cognitive, and social-emotional outcomes. While not all students have been exposed to trauma, all students can benefit from educators who are trauma-informed and resilience-focused.

A strong emphasis will be placed on the 6 key principles of trauma-informed care proposed by the Substance Abuse Mental Health Services Administration (SAMHSA). Special consideration will be given to how educators can use these principles to mitigate the effects of early adversity and promote resilience.

About the speaker:

Dr Chelsea Robertson received her Ph.D. in experimental psychology from East Tennessee State University in 2021 and is currently an assistant professor of psychology at West Liberty University located in northern West Virginia. Her primary research interests include early adversity and trauma- and resilience-informed teaching in the postsecondary classroom.

Rethinking One-Size-Fits-All: Education for Neurodiversity

Dr Lorna Hamilton, Associate Professor of Psychology, York St John University

Wednesday, 19 Apr 2023 at 4 PM (UK time)

Registration here: https://tile19apr23.eventbrite.co.uk

Abstract:   

The number of neurodivergent students participating in higher education has increased rapidly in the UK and internationally over recent years. Systematic data on outcomes for this population are not currently available; however existing research suggests that, while academic attainment is comparable to that of neurotypical peers, neurodivergent students experience higher levels of drop-out and poorer wellbeing at university. Meanwhile, the benefits of cognitive diversity in solving complex problems are increasingly recognised by employers, yet rates of employment among autistic and other neurodivergent adults are strikingly low. There is a clear role for universities in improving academic and employment outcomes for neurodivergent students.

In this talk, I will first consider how neurodivergent students’ experiences at school might inform their concept of “self-in-education” when they enter university, drawing on longitudinal work with autistic secondary school pupils and their families, alongside implications for attendance and engagement. Second, the ways in which higher education systems and processes can entrench a deficit-focused approach to neurodiversity are examined. Finally, and drawing on first-person student perspectives, I will review pedagogical approaches that hold promise for supporting neurodivergent flourishing at university, including universal design for learning (UDL), compassionate pedagogy, and flexible assessment.

About the speaker:

Dr Lorna Hamilton is an Associate Professor at York St John University, where she is also Associate Head of School for Psychology. Her research focuses on contextual factors that influence educational outcomes and wellbeing for neurodivergent children and young people. Her PhD examined the role of the home literacy environment in the reading and language development of children with dyslexia and/or developmental language disorder. More recently, Lorna’s work has explored how educational environments can facilitate or constrain learning for autistic and neurodivergent pupils through school and into higher education. She works in close partnership with schools and local authorities to translate research findings into educational practice. Twitter: @drlornaham

Blended Learning and Decolonising the Higher Education Classroom: Learning from Putting into Practice Theories of Digital Transformation

Dr Jess McLean, Associate Professor, School of Social Sciences
Macquarie University

Tuesday, 16 May 2023 at 11AM (UK time)

Registration here: https://tile16may23.eventbrite.co.uk

Abstract:   

The digital transformation of higher education learning and teaching is being intensified by multiple forces including the covid19 pandemic, neoliberalisation of institutions, and student care and employment realities. Using blended learning has been a popular approach to address the increasing flexibility that students require and to continue offering learning opportunities in constrained circumstances. With the increased use of blended learning and in recognition of changing higher education institutions, there are also generative possibilities emerging that may include greater centring of Indigenous knowledges and facilitation of decolonial moments in pedagogical practice. Drawing on a research program that evaluated efforts to introduce a blended classroom model and simultaneously decentre Western knowledges, this presentation offers reflections on the limits and potential of such work within Macquarie University, Australia. Students appreciated the opportunity to study differently and to challenge settler colonial hegemonic thinking, but this work is a partial contribution to a much more substantive moral imperative to transform higher education. As Tuck (2012) wrote, decolonisation is not a metaphor: within Australia, it would require settlers to give land and water back, centre Indigenous peoples as knowledge holders and teachers, and offer reparations. Digital transformations, such as introducing blended learning practices, at the very least should not reproduce colonial thinking and practices.

About the speaker:

Dr Jessica McLean does research on how humans, more-than-humans, environments and technologies interact to produce geographies of change. Her research focuses on digital technologies, water politics, climate action and activism. She is a Senior Lecturer in the School of Social Sciences at Macquarie University where she teaches smart urbanism, Anthropocene politics, and environmental justice. In 2020, her book Changing Digital Geographies: Technologies, Environments and People was published that has contributed to shaping the emerging subdiscipline of digital geographies. Jess was founding co-Editor-in-Chief of the open access Digital Geography and Society journal and is currently an Associate Editor of Transactions of the Institute of British Geographers. Within the Discipline of Geography and Planning at Macquarie, Jess is HDR Convenor and co-convenes the School of Social Sciences’ Environments and Societies Research Strength. Twitter: @jess_emclean; @geoplanMQ

The Use of Vevox in Higher Education as a Method of Formative Feedback

Dr Laura Jenkins, School of Sport, Exercise and Health Sciences, Loughborough University

Tuesday, 13 Dec 2022

Registration here: https://tile13dec22.eventbrite.co.uk

Abstract:   

Engaging students with module content is often a difficult task for any academic. When students are not receiving feedback about their participation efforts in lectures and seminars, this can lead to increased disengagement. Polling software, such as Vevox, can be used to resolve this issue and increase engagement with the use of formative feedback. Vevox is an interactive polling tool that can be embedded in PowerPoints presented during lectures, or used without a PowerPoint, to provide students with the opportunity to respond to multiple choice questions; develop word clouds to disseminate ideas; and to receive real time formative feedback. This presentation will describe a case study of how Vevox activities were implemented within a Foundations module (Introduction to Psychology) at Loughborough University. The aim of using Vevox was to engage students with the module content while providing polling activities that allowed instant formative feedback opportunities during teaching hours. Overall feedback about the use of Vevox within the module was very positive, including comments within the Staff Student Liaison Committee. Students appreciated the opportunity to receive feedback to monitor their own understanding of content and more activities were requested. The case study provides evidence of the successful use of Vevox with a module where students undertake lectures and seminar classes and where a lack of engagement had been highlighted. Future work will consider the appropriate opportunities to implement different types of software (H5P, Socrative) and these opportunities will be discussed.

About the speaker:

Dr Laura Jenkins is a University Teacher in Psychology within the School of Sport, Exercise and Health Sciences at Loughborough University. Her teaching is focussed around several areas of psychology at both undergraduate and foundation level. Laura is a Chartered Psychologist with the British Psychological Society and a Fellow of the Higher Education Academy, and has nearly 10 years of teaching experience.

After completing her PhD in Psychology (working memory), Laura held academic teaching positions at Northumbria University, Oxford Brookes University and the University of Strathclyde before moving to Loughborough University in 2018. Throughout her teaching career, Laura has taught on numerous psychology modules including cognition, statistics, personality and individual differences, biological psychology, questionnaire design, qualitative methods, development and social psychology. At present, Laura is the module leader for a 2nd year Applied Cognitive Research module, a Foundations Introduction to Psychology module and she is also the module co-lead for the final year projects module within Psychology (alongside supervising her own undergraduate project students). Leading and teaching on a variety of modules has provided Laura with experience of implementing different pedagogical methods over her career, adapting these methods to suit the needs of each cohort.

Alongside her role at Loughborough University, Laura writes regular blog posts and articles for Psychreg and actively contributes to supporting the activities organised by the Psychreg team.

• Loughborough Staff Profile
• Psychreg Staff Profile
• Twitter: @LauraJks2015

Engaging Students by Creating a Positive Motivational Climate

Dr Brett Jones, Virginia Polytechnic Institute and State University (Virginia Tech)

Tuesday, 29 Nov 2022

Registration here: https://tile29nov22.eventbrite.co.uk

Abstract:   

The motivational climate of a course refers to “the aspects of the psychological environment that affect students’ motivation and engagement within a course” (Jones et al., 2022, AERA Open, 8, p. 1). Psychologists have identified five aspects of the motivational climate—eMpowerment/autonomy, Usefulness, Success, Interest, and Caring (referred to by the acronym MUSIC)—that are particularly important to students’ motivation and engagement in course activities. One purpose of this TILE (Teaching Innovation and Learning Enhancement) talk is to describe the five MUSIC aspects of the motivational climate and how they are related to engagement and learning outcomes. By understanding these MUSIC aspects of the motivational climate, instructors can intentionally design their courses to create a positive motivational climate that will motivate and engage students in the course activities and assignments. Another purpose of this TILE talk is to explain how instruments can be used to assess the motivational climate in a course or activity. The results of the assessments can be used to identify motivational strengths and weaknesses in courses and activities. This information can then be used by instructors to modify their teaching strategies in ways that will lead to a more positive motivational climate. This talk will be of interest to instructors who want to improve student engagement and to researchers who want to investigate student motivation and engagement.

About the speaker:

Brett D. Jones, Ph.D., is a Professor in the Educational Psychology Program in the School of Education at Virginia Tech. He has held faculty positions as an educational psychologist at Duke University, the University of South Florida St. Petersburg, and Virginia Tech. He has taught 24 different types of university courses related to motivation, cognition, and teaching strategies. Dr. Jones has also conducted workshops and invited presentations at many universities and has presented over 160 research papers at conferences. His research, which includes examining instructional methods that support students’ motivation and learning, has led to more than 100 refereed journal articles, several book chapters, and three books. He has received three grants from the National Science Foundation for a total of over $2 million to conduct his research. More information can be found at www.brettdjones.com.

• Twitter: @brettdjones

Navigating Work-Family-Study: How can we Support the Mental Wellbeing of Students with Work and Family Commitments

Dr Philippa Waterhouse, The School of Health, Wellbeing and Social Care, The Open University

Tuesday, 18 Oct 2022

Registration here: https://tile18oct22.eventbrite.co.uk

Abstract:   

In 2019/20, 31.4% of those studying in the United Kingdom were aged 25 years and older (HESA, 2021). Older students, often referred to as ‘adult learners’ in the literature, are more likely to have a range of employment and family responsibilities that are on-going during their studies. Given the increased focus on lifelong learning by governments and employers, it is important that higher education providers consider how they can support mature students with managing their multiple responsibilities.

This presentation will report on the findings from an online survey completed by 318 final/third year undergraduate distance education students. The survey used both closed and open-ended questions to capture quantitative and qualitative data. Quantitative data was used to examine the association between students’ levels of mental distress with their (a) their reported work and family roles; (b) perceived work/family-study conflict; and (c) work/family-study facilitation. Open-ended questions were also used to ask students about the strategies they use to manage their work, family and study commitments and their perceptions of support. The findings aim to inform online or distance education providers about the requirements and preferences of students who typically have competing family and/or work commitments. The movement towards lifelong learning will render some of the findings also relevant to traditional higher education institutions.

About the speaker:

Dr Philippa Waterhouse is a Senior Lecturer in Health in the School of Health, Wellbeing and Social Care at The Open University, UK. She holds qualifications in Populations Studies (BSc, University of Southampton), Demography (MSc with distinction, University of Southampton) and Social Statistics (PhD, University of Southampton). Her research interests include exploring how adult learners manage their studies along with work and/or family responsibilities and consequences for health.

• Staff profile

Access is not Inclusion: Strategies for Supporting Inclusion and Diversity in Higher Education

Dr Gail Crimmins, University of the Sunshine Coast, Australia

Monday, 26 Sep 2022

Registration here: https://tile26sep22.eventbrite.co.uk

Abstract:   

This presentation is based on the premise that access is not inclusion, and that whilst higher education institutions may have ‘widened access’, they have not yet created fully inclusive spaces for learning and research. In response, I explore strategies for creating a more equitable and inclusive university community, with the potential to reach and influence our broader communities. In particular, I will discuss four empirically founded principles of inclusivity (learner centredness, cohesive commitment to inclusivity, epistemological equity, and adopting a radical approach to inclusivity in universities) that underpin successful equity interventions and practice. Finally, we will consider how you might adopt/adapt strategy and intervention to your specific university cohort and context to enhance equality, inclusion and diversity.

About the speaker:

Dr Gail Crimmins is Deputy Head (Learning and Teaching), School of Business and Creative Industries, University of the Sunshine Coast. She is a feminist academic who employs arts-informed and narrative methodologies to uncover and re-present the voices and experience of often ‘yet to be voiced’ (Arnot & Reay, 2007) women. Gail’s research involves gender, inclusion, and diversity in higher education, and working with women in rural, regional, and remote locations in Australia to support and understand women’s leadership in these communities. She has published three books and over 30 academic papers.

• Staff profile
• Twitter: @CrimminsGail

Green New Deal:
Sustainability in Education

Annie Lane, Vidya Nanthakumar, Mia Perry, Connie Brophy, and Molly Park

Tuesday, 5 April 2022

Registration here: https://tile5apr2022.eventbrite.co.uk

Abstract:   

The Green New Deal (GND) is a student and staff written document containing 60 sustainability demands for the University of Glasgow. It highlights changes the institution must undergo in order to stay true to environmental targets. This talk will involve an explanation of the GND’s journey by Annie Lane, with a description of the educational and curricular demands, and highlighting the challenges that come with student, staff and senior management collaboration at a university level. Vidya Nanthakumar, the main speaker, will then detail the student-led ‘Introduction to Climate Change and Sustainability’ course at Glasgow University. This example of climate education extends past the classroom, to field work and activism, with immediate and important applications. Finally, Mia Perry will speak on behalf of the ‘Sustainability of Learning and Teaching Community in Practice’, detailing key initiatives that have driven their practices. This talk aims to highlight the importance of the responsibility of institutions to act in tackling the climate crisis, both in practice, and in education, with a focus on collaboration.

About the speakers:

This talk is given by students both involved in the writing and negotiating of these demands, and by a member of staff at the University of Glasgow. Annie Lane is an alumni of politics and history and a climate activist, involved in the writing and campaigning of the GND. Vidya Nanthakumar is 4th year Medicine student, climate activist, and the main speaker during our talk. She was involved in the writing of the GND and co-created and delivers the ‘Introduction to Climate Change and Sustainability’ course at Glasgow University. Mia Perry works within the School of Education at the University of Glasgow. She specialises in literacies education for sustainability and applies this work across disciplines, sectors, and geographies. She will speak about the Sustainability of Learning and Teaching Community in Practice group. Connie Brophy and Molly Park are 3rd year Psychology students and climate activists, involved in the negotiations of the GND.

Talk announcement

Preprints: A Guide to Accessible Research for Teachers, Students, and Academics

Emily Nordmann

Thursday, 24 February 2022 at 4pm

Registration here: https://tile24feb2022.eventbrite.co.uk

Abstract:   

A preprint is a version of a scholarly or scientific paper that precedes formal peer review and publication. Preprints are typically made available open-access through dedicated preprint servers such as EdArXiv. In this talk, Emily will explain how and why academics (and in particular teaching-focused academics) should consider disseminating their work through preprints and discuss common questions and concerns. She will also talk about how preprints can be used by teachers and students, both to gain access to research and as an educational tool to help teach students about the process of science.

About the speaker:

Dr Emily Nordmann is a teaching-focused Senior Lecturer in the School of Psychology and Neuroscience at the University of Glasgow where she teaches research methods, individual differences and #rstats. She is a vocal advocate of open science and open educational resources and strive to incorporate them into both my teaching and my research design. As a member of the PsyTeachR team Emily has authored several open-access data skills books and tutorials, and she is also the Communications Chair of EdArXiv, the preprint sever for the education research community. You can follow her work on Twitter: @emilynordmann

Talk announcement

Generating Internal Feedback from Self and Peer Review

Maxine Swingler, David Nicol & Lorna Morrow

26 January 2022 at 4pm

Register for this webinar here: https://tile26jan2022.eventbrite.co.uk

Abstract:   

Peer review not only results in students receiving additional feedback from peers, but they also compare (i.e. self-assess) their own work against the work they are reviewing and generate internal feedback out of those comparisons. The aim of this study was to make explicit the internal feedback that naturally occurs during peer review and self-review in order to examine it, including the effects of different comparisons on the type of internal feedback students generate. Students anonymously reviewed 3 pieces of work via an established online peer review tool. Two of these online submissions were from their peers, and one was an exemplar written by the teacher. In the first study, after each peer review, students were prompted by the instructions to compare their own work against a rubric (the same rubric used to review their peers’ work).  In the second study, after each peer review, students were prompted to make deliberate comparisons of their work with other students’ work. After both, students were asked to write down what they learned (their self-review comments). Both cohorts then received feedback comments from their peers on their work.

Self-review comments were analysed for content, process and self-regulatory feedback. Analysis revealed qualitative differences between the two types of comparisons in the extent of content, process and self-regulatory feedback that students generated, and in the degree of elaboration in their responses to the prompts. Students’ perceptions of the contribution of the review process to their learning were also evaluated using a quantitative questionnaire, open ended questions and focus groups. The findings show that while the process of ‘reviewing and commenting’ is perceived as challenging, students believe they learn more from comparing, reflecting and generating feedback for themselves than from receiving feedback comments. The results will be discussed in terms of the use of peer review as a method to generate internal feedback and how different kinds of comparisons can alter the nature and quality of this internal feedback. We end by briefly discussing these results in the light of other recent research on feedback comparisons that builds on this work.

About the speakers:

Dr Maxine Swingler is a Lecturer in the School of Psychology and Neuroscience, University of Glasgow and has been teaching since 2003, currently leading the MSc (conversion) programme in psychology and teaching qualitative research methods and professional skills.  Her pedagogical research interests focus on embedding graduate attributes within the curriculum, assessment and feedback and she has completed research for the QAA Scotland on graduate skills, led workshops and developed good practice resources in employability and group work.  She also works with the British Psychological Society (BPS) Division of Academics Researchers and Teachers (DART-P) and BPS Scottish Branch in organising conferences and CPD events for teachers and researchers in psychology.

Website: https://www.gla.ac.uk/schools/psychology/staff/maxineswingler/

David Nicol is Research Professor in the Adam Smith Business School, University of Glasgow where he leads the Teaching Excellence Initiative. He was previously Professor of Higher Education at University of Strathclyde and Director of the Re-Engineering Assessment Practices [REAP] project (www.reap.ac.uk), a £1m project exploring how new technologies might support improved assessment and feedback practices across three Scottish Universities. David has many highly cited publications, for example, on formative assessment and self-regulation, on feedback dialogue, peer review, peer instruction, e-assessment, e-learning and change management. His recent research and publication on ‘The Power of Internal Feedback’ won the Silver Award for Innovation in the Science of Learning at the 2020 International Reimagine Education Conference (www.davidnicol.net ).

Dr Lorna Morrow is a Lecturer in the School of Psychology and Neuroscience University of Glasgow.  She is programme lead for the Level 3 Psychological Studies programme, and currently teaches Memory, Research Methods, and Conceptual and Historical Issues in Psychology (online).  Her  current pedagogical research interests include various factors affecting student performance, such as assessment and feedback, well-being/psychological distress, impostor phenomenon and statistics anxiety.

Website: https://www.gla.ac.uk/schools/psychology/staff/lornamorrow/

Talk announcement

Breaking the Binary

Conceptions of Sex and Gender in Undergraduate Science

The TILE Network meets the LGBTQ Psychology Reading Group

7 December 2021 at 4pm

This event is co-run with the LGBTQ Psychology Reading Group at the School of Psychology and Neuroscience. We invite you to read the paper below before the event and join our discussions about it on Zoom on 7 Dec 2021.

There will be a short presentation on gender terminology and of some examples of how we have tried to take an inclusive approach to gender at the School of Psychology & Neuroscience at the University of Glasgow by Dr Emily Nordmann.

Register for this webinar here: https://tile7dec2021.eventbrite.co.uk

Abstract:   

The need to make higher education curricula gender-inclusive is increasingly pressing as student cohorts diversify. We adopted a student-staff partnership approach to design, integrate, and evaluate a module that taught first-year science students the difference between biological sex, gender identity, gender expression, and sexual orientation in the context of genetics concepts at an Australian university. This module aimed to break the binary in misconceptions of both sex and gender, emphasising that both exist on separate spectra. Data triangulation was used to evaluate students’ attitudes towards the module and their learning of module concepts. Students’ attitudes were positive overall, and evaluation of students’ learning indicated that the majority of students understood and retained key concepts, while also identifying common misconceptions. Perhaps the most important finding was that students who identified as belonging to a minority group had significantly more positive attitudes towards the module than non-minority students. This finding supports previous research that has found inclusive curricula have greater benefit for students from minority backgrounds, indicating the importance of making such curriculum enhancements. Our results speak to both the co-creation process and students’ learning outcomes, providing valuable insights for practitioners both within science and beyond.

Paper for the event:

Mercer-Mapstone, L., Bajan, S., Banas, K., Morphett, A., & McGrath, K. (2021). Breaking the Binary: Conceptions of Sex and Gender in Undergraduate Science. Teaching & Learning Inquiry, 9(2).

About the LGBTQ Psychology Reading Group:

The purpose of this group is to provide a forum to discuss psychological research on LGBTQIA+ issues. This group is open to all regardless of discipline. This group is a supportive and inclusive space – respectful of all members and all identities in any discussion.

Talk announcement

Shifting the Dial to Include Those ‘Not in Education’

Graeme Armstrong | Emily Cutts | Henry Hepburn

16 November 2021 at 4-5:30pm

Register for this webinar here: https://tile16nov2021.eventbrite.co.uk

Abstract:   

The phrase ‘not in Education’ is used, often with judgemental undertones, to describe young people who have been excluded from, or are refusing to attend, school. The onus is often placed on the behaviour of the young person in these discussions when it should be more appropriately focused on the systems and structures that fail to include and support them.  We know that sense of belonging is powerful in terms of engagement in education, yet from primary school through to Higher Education our educational systems and structures remain pretty inflexible and unwelcoming for many. This often means that if you don’t fit neatly in those structures, you find yourself quickly excluded by others or by choice. The question then is – what needs to change so that we become inclusive and flexible in really meaningful and sustainable ways at all levels of Education? In this session we invite you to join us in trying to figure out the answers to this question together. To help stimulate these discussions we are delighted to welcome Graeme Armstrong author of the award–winning Scottish novel ‘The Young Team’. Graeme will talk about his own journey through education, sharing where systems and structures failed him, but also where individual educators championed him and the difference these experiences made. We will also welcome Emily Cutts from the G20 Youth Project in Maryhill in Glasgow to talk about the work they are currently doing with young people ‘not in education’ and the successes and challenges of this work. To help us navigate these challenging questions, which we know have no easy answers, Henry Hepburn from the Times Educational Supplement (TES) will facilitate the session. Together we hope to reflect on what we can learn from these personal experiences and journeys within the wider context of education. Come join the discussion, share your experiences and ideas and collectively we can try to shift the dial for these young people.

Prize draw:

Among all seminar attendees we will raffle off two copies of “The Young Team” by Graeme Armstrong and two copies of “The Dear Wild Place” by Emily Cutts.

About the speakers: 

Graeme Armstrong is a Times bestselling author from Airdrie. His teenage years were spent within Scotland’s ‘young team’ gang culture. After reading English as an undergraduate at the University of Stirling, he undertook a Master’s in Creative Writing. His debut novel, The Young Team, is based upon his experiences. It is currently being adapted for screen by Synchronicity Films. 

Winner of the Somerset Maugham Award 2021 

Winner of the Betty Trask Award 2021 

Emily Cutts is Director of The Children’s Wood charity which includes the G20 Youth Festival. Emily is passionate about making change at a local level and believes that we can begin to tackle urgent issues like mental health, addiction and inclusion by applying a sometimes counter cultural approach to these issues.  Her approach draws on a background in psychology including a Masters in Positive Psychology, working as Psychology Researcher at The Centre for Confidence and Well-being, and from over ten years of community activism. 

Henry Hepburn is news editor at Tes Scotland, the magazine for education professionals. He also co-hosts the Tes Scotland podcast. Henry has twice won writer of the year prizes at the annual Scottish Magazine Awards (in 2014 and 2015) and in 2017 won the Award for Outstanding Regional Education Journalism at the UK-wide CIPR Education Journalism Awards. Henry grew up in Aberdeen and is a University of Glasgow graduate. 

Talk announcement

13 October 2021 at 4pm

Register for this webinar here: https://tile13oct2021.eventbrite.co.uk 

Abstract:   

The concept of neurodiversity acknowledges that we don’t all think and learn in the same ways. In all levels of education and training, places where thinking and learning are a key focus and methods of teaching can sometimes be monolithic, it is particularly important to be aware of how we can support those who think and learn in ways that deviate from what is traditionally considered “typical”. In this talk we will introduce the concept of neurodiversity and its relevance to education settings. We will highlight the unique strengths and skills neurodivergent people possess as well as some of the challenges, stigma, and biases they may experience. We will also share some recent research into the dissonance between values and practice within the ‘attitude behaviour gap’ that can occur in educators (von Below, Spaeth & Horlin, under review). Finally, we will discuss inclusive strategies like the Universal Design for Learning and how they can support all our students, whether neurotypical or neurodivergent.

About the speakers:

Dr Chiara Horlin is a neurodivergent lecturer within the School of Psychology at the University of Glasgow who has previously held lectureships and postdoctoral fellowships within Universities and hospitals in Australia and Canada. Chiara’s teaching and research focus centres on the lived experience of neurodivergent adults and their support networks, with a particular emphasis on neurodiversity in higher education and the workplace. Other areas of research include the experience of neurodivergent girls, women and gender minorities, masking and camouflaging, chronic illness, and eustress and the positive mental health benefits of risk-taking.

Dr Elliott Spaeth is a Lecturer and Senior Adviser in Academic and Digital Development at the University of Glasgow. This primarily involves working with new lecturers to develop their teaching practice. He holds a PhD in clinical psychology and music and is passionate about combining expertise in the areas of mental health and pedagogy to promote inclusive learning and teaching environments. He is disabled, trans, and neurodivergent.

Talk announcement

Webinar announcement!

Register for this webinar here: https://tile18may2021.eventbrite.co.uk 

 Abstract:   

You’ve read the headlines from Afghanistan, you know the stories…now, come listen to the story you haven’t heard: the story of SOLA – the School of Leadership, Afghanistan – and of the Afghan girls defying the odds to receive their educations. SOLA is Afghanistan’s first and only boarding school for girls, and we will be joined by SOLA’s co-founder, Shabana Basij-Rasikh. Shabana will bring powerful tales from campus, and will demonstrate how SOLA’s model, effective in Afghanistan, is replicable in any culture or community where girls must struggle for the right to be educated.

About the speaker:

Shabana Basij-Rasikh is the co-founder and president of the School of Leadership, Afghanistan (SOLA). SOLA is the first and only private boarding school for girls in Afghanistan, enrolling about 80 students in grades 6-10.
Born in Kabul, Shabana’s childhood was spent under the Taliban regime at a time when girls’ education was outlawed. She studied in secret until the fall of the Taliban in 2001; her experiences motivate her certainty that investing in girls’ education is a nation’s path to a prosperous future.
Shabana is a magna cum laude graduate of Middlebury College in the USA and holds a Master in Public Policy from Oxford University. She is a global ambassador for Girl Rising, a worldwide campaign for girls’ education, and in 2018 she was awarded one of Afghanistan’s highest civilian honors for her work with SOLA. In 2019, Forbes named her to their 30 Under 30 Asia list as a social entrepreneur. You can follow her and SOLA on Twitter: @sbasijrasikh and @SOLAafghanistan

Talk announcement

Register for this webinar here: https://tile20apr2021.eventbrite.co.uk 

Abstract:  

Classroom teaching in higher education has typically focused on the ways in which content is administered and curated. An equity mindset toward pedagogy however demands that we embrace the full meaning of education inclusive of the cultivation of the individual. In this talk we focus on the practices that allow for the focus on the humanity of the academic experience, with transformative results for all the classroom participants.

About the speaker:

Dr Bryan Dewsbury is an Associate Professor of Biology at the University of Rhode Island. He is the Principal Investigator of the Science Education And Society (SEAS) research program where as a team they blend research on the social context of teaching and learning, faculty development of inclusive practices and programming in the cultivation of equity in education. He is also a Fellow with the John N. Gardner Institute where he assists institutions of higher education cultivate best practices in inclusive education. He was born and raised in Trinidad and Tobago. He immigrated in 1999 and attended Morehouse College for his Bachelors of Science in Biology after which he attended Florida International University for a Masters and PhD also in Biology. From there he transitioned to URI where his research focuses on inclusion and equity. Among his many publications is his 2019 piece “Deep Teaching in the STEM classroom” (CSSE) that recentralizes dialogue as the basis for good teaching. He has conducted faculty development and given plenary addresses on this topic to over 50 institutions of higher education, corporations and K12 institutions across North America. You can follow him on Twitter: @BMDewsbury.

Talk announcement

Register for this webinar here: https://tile23mar2021.eventbrite.co.uk 

Abstract:  

The session will focus on the issues that face students during the transition to university, and as they move on through their education, and will reflect on the experiences of diverse students through a psychological lens. We will explore some practical ways to help students to successfully navigate transitions, and also consider whether it is helpful to “problematise” transitions, or to consider them as a normal part of the student (and human) life experience. 

About the speaker:

Dr Julie Hulme is a Reader in Psychology at Keele University, UK. A National Teaching Fellow, and Principal Fellow of the Higher Education Academy (PFHEA), she applies psychology to learning, teaching, assessment, and inclusion in higher education. Julie’s own experiences as a mature student helped her to recognise the importance of transition to university, and of skills and confidence for successful university study. She strives to create engaging learning opportunities which help all students to achieve their aspirations. Julie’s teaching emphasises the application of psychology to everyday life (psychological literacy), facilitating students to apply psychology to their personal, professional, and societal goals.

Talk announcement

Register for this webinar here: https://tile23feb2021.eventbrite.co.uk 

Abstract:  

In this session, Kate Jones, author of Love To Teach, Retrieval Practice and Retrieval Practice 2 will be sharing the research behind this effective teaching and learning strategy as well as top tips as to how this can be implemented in the classroom. This will cover a combination of evidence and experience, both of which Kate believes need to be combined to successfully implement and embed retrieval practice in the classroom. Kate will share practical tried and tested examples. There will also be the opportunity to ask Kate questions too. 

About the speaker:

Kate Jones is Head of History at The British School Al Khubiarat in Abu Dhabi in the United Arab Emirates but is originally from the UK and taught in Wales for six years. Kate is an award-winning teaching and learning practitioner, speaker, consultant, blogger, TES writer and author with John Catt publishing. You can follow Kate on Twitter and Instagram both at @KateJones_teach and visit her teaching and learning website lovetoteach87.com.

Talk announcement

Programme:

4.00-4.15pm: Introduction | Dr Margaret Sutherland, SNAP, University of Glasgow, UK

4:15-4:30pm : How To Foster Mathematically Gifted Students In Times Of Corona | Prof Dr Marianne Nolte | University of Hamburg, Germany

At the University of Hamburg we work with mathematically gifted students starting with  third graders up to 9^th graders. The students get one problem which is complex and challenging. But, no more than the usual acquired knowledge is necessary to work on the problem. One session takes 90 minutes. Since midst of March we stopped presence sessions. We offered correspondence circles and have since August switched to digital sessions. In this talk I will present our observations and give a short impression about the reactions of students and parents.

4:30-4:45pm: Supporting Mathematically Highly Able Students In Sweden | Dr Elisabet Mellroth | Karlstad Municipality, Sweden

It has been a tradition in Sweden for very long to focus on helping each student reach the passing level in school, little if any focus has been given to those who learn with ease, that is the highly able students. The consequences have been that children who learn mathematics easily often has been forced to redo mathematics over and over again or being offered next level without any chances of getting grades. For the student this causes a lot of frustration and in the worst cases self-destructive behavior and/or dropping out from school. When students with high ability in mathematics are offered structured support with a long-term plan and when they are given opportunities to work with likeminded it means a lot for their knowledge development as well for their social development. In 2015 the Swedish National agency of education released a support material for teaching highly able students. Since than some municipalities have started to work on developing strategies of how to meet their highly able students. In my talk I will give examples of the newly released strategy plan from Stockholm City, the largest municipality in Sweden. 

4.45-5.00pm: Just Harder Sums? Challenges In Conceptions Of The Mathematical Sciences And Transitions To University-Level Studies | Dr Andrew Wilson, University of Glasgow, UK

At a time of global change, mathematical sciences occupy an increasingly central role – both overtly and covertly – in shaping and guiding our lives. They are social, creative, living and breathing subjects from which all of society benefits, oftentimes inadvertently. However, this understanding is frequently absent in students as they transition into Higher Education. This presentation will share insights on the common challenges we encounter, together with an initiative designed to connect children and young people with this realisation. In our transdisciplinary photo competition, we provide a framework to identify, consider and celebrate the maths surrounding us: the maths inside. Fostering curiosity, creativity, and creating opportunity for participants to embark on a journey of discovery towards making deeper mathematical connections, this project is especially well matched to the needs of those with highly able minds.

5.00-5.30pm: Questions and Answers

About the speakers:

Prof Dr Marianne Nolte is professor for mathematical didactics at the University of Hamburg (retired autumns 2019). She established a foster and research program for mathematically gifted primary grade students, which she runs since 1999, adapted and further developed from the program of the William Stern Society Hamburg (WSG) for mathematically highly gifted students from 7^th grade up to Abitur (headed by the late Prof. K. Kießwetter). In the meantime, this program was extended year by year to the classes of the secondary level with less intensity than the WSG program. Beside her own professional experience as a teacher she worked as a therapist for students with dyscalculia. Thus, she also established a master program for prospective therapists together in a multi-professional team. Her main areas of research are mathematical giftedness, twice exceptional students and dyscalculia. She is president of MCG (International Group for Mathematical Creativity and Giftedness) and president of WSG Hamburg.

Dr Elisabet Mellroth has a Ph.D. in educational work, her research focus is on how teachers can include highly able students in learning. She is a guest lecturer at Örebro university and affiliated researcher at Karlstad university. She also works as a mathematics teacher in upper secondary school were, she also is responsible for some school development projects. She gives seminars on gifted education all over Sweden for municipalities and teacher education. She is a committee member in the International group of Mathematics Creativity and Giftedness and in the European Council of High Ability.

Dr Andrew Wilson is a Senior Lecturer at the University of Glasgow School of Mathematics and Statistics, the Convenor of the Edinburgh Mathematical Society Education Committee, and Convenor of the School Outreach Committee. His talk Embedding Play in Higher Education attracted the vote of peers to win best presentation at the 11th University of Glasgow Learning and Teaching Conference in 2018. His outreach project Street Maths, was awarded the 2016 Wellcome Trust ISSF Award for Innovation in Public Engagement. Andrew founded and directs the transdisciplinary maths inside photo competition that seeks to spark the mathematical curiosity of the nation, and raise awareness of the often unseen mathematics all around us. His work in improving student assessment and feedback experience attracted both College and University Teaching Excellence Awards in 2014 and 2015 respectively and the project’s success – including the introduction of e-Assessment into the undergraduate syllabus – was further honoured with a Herald Innovation Technology Excellence Award in 2016. This was a large collaborative team project involving many colleagues across the School. Andrew’s interests include Assessment and Feedback to Large Cohorts, e-Assessment, Widening Participation, Outreach, Student Engagement, and playfulness in Higher Education. He can be contacted by email and on Twitter @tentivetodetail.

Webinar announcement!

Exam Anxiety: Is it Something To Worry About?

Prof David Putwain
(Centre of Educational Research | School of Education | Liverpool John Moores University, UK)

Wedneday, 18 Nov 2020 @ 4pm | REGISTRATION REQUIRED!

Register for this webinar here: https://tile18nov2020.eventbrite.co.uk 

Abstract:  

Anecdotal evidence would indicate that in the past five years or so, a greater number of adolescent secondary school students are seeking support to deal with the anxiety and pressure associated with preparing for, and taking, high-stakes exams. This has prompted questions such as why more students are requesting help, how many are experiencing high levels of anxiety and whether this figure is increasing, what the effects of exam anxiety might be, and what can schools do about it. In this webinar, Professor Putwain will be sharing findings from research largely conducted from 2016 to 2020 into the prevalence of exam anxiety, relations with achievement and mental health, and interventions designed to reduce exam anxiety.

About the speaker:

Professor David Putwain is based in the Centre of Educational Research in the School of Education at Liverpool John Moores University. He taught Psychology and Sociology in schools and 6th form colleges from 1994 to 2006. After completing a PhD in 2006, David joined Edge Hill University working initially in the Department of Social and Psychological Sciences and subsequently in the Faculty of Education, before joining Liverpool John Moores University in 2016. His research focuses on how psychological factors including motivation, emotion, and engagement, influence, and in turn are influenced by, learning and achievement.

Talk announcement!

Influences On Early Mathematical Skills: What Counts?

Dr Victoria Simms
(Research Director Psychology | Ulster University |UK)

Monday, 2 Nov 2020 @ 4pm | REGISTRATION REQUIRED!

Register for this webinar here: https://tile2nov2020.eventbrite.co.uk 

Abstract:  

In this talk I will summarise a number of studies that investigate the development of early mathematical skills. The talk will explore the influence of domain specific and domain general skills, as well as the home environment, on early mathematical development. Reflecting on our recent reviews of class-room practice and mathematical interventions, I will discuss how “basic” developmental and cognitive research may influence practice.

About the speaker:
Dr Victoria Simms is a developmental psychologist with a specific interest in how children’s thinking changes over time. Victoria’s research program focuses on the development of mathematical cognition, both in typical and atypical populations. Victoria also researches cognitive and educational outcomes of children who were born very preterm. Victoria’s work aims to develop effective interventions to ensure that children can fulfil their educational potential. You can follow her on Twitter: @DrVicSimms.

Talk announcement!

Digital Learning In Our New Normal

Tim Beattie
(Principal Teacher of Learning and Teaching | Harris Academy | Dundee, UK)

Wednesday, 14 October 2020 @ 4pm | REGISTRATION REQUIRED!

Register for this webinar here: https://tile14oct2020.eventbrite.co.uk

Abstract:  

The current climate we find ourselves in regarding education in schools, has presented many challenges as well as opportunities for learning and teaching. As schools closed across the nation, practitioners adapted to new ways of teaching. Many of these ‘new ways’ were effective and indeed efficient with school doors closed, but as we move into a new normal with classrooms open, mid-term absences and an uncertain future – what have we learned? As we reflect on the past year what can we bring with us that will have the biggest impact on our learners moving forward. Amongst others, included in this discussion will be, a whole school approach to clarity regarding digital engagement, digital technologies used for learning and teaching, and building resilience and capacity in learners.

About the speaker:
Tim Beattie is the Principal teacher of learning and teaching at Harris Academy in Dundee. He also makes up one quarter of the RMPS department there and works a few days a week as part of Dundee City Council’s pedagogy team. You can follow him on Twitter: @LandTHarris.

Talk announcement!

 

This webinar is jointly organised by the School of Education and the TILE Network at the University of Glasgow. The free event is particularly aimed at primary and secondary teachers and those in management positions within schools as well as education authority representatives. However, everyone interested in the topic is welcome to attend.

 

• Thursday, 18 June 2020 @ 11am
• Registration: https://back-to-school-webinar.eventbrite.co.uk

 

Abstract: 

As schools across the world are returning to classrooms thoughts are turning to the many practical issues that need to be addressed to ensure safety, health and well-being and appropriate curriculum opportunities. Some countries already back in school and there is much we can learn from staff in these countries. This webinar will draw on the experiences of three teachers from Scotland who are now working in Hong Kong and Beijing. They all have practical experiences to share that will help you to plan and think through the issues as you prepare to welcome learners back to your classrooms.

About the speakers:

Rehana Shanks took up post as Principal of ESF Sha Tin Junior School in August 2019, moving from Edinburgh, Scotland with her family. She is on a career break from her substantive Headship with The City of Edinburgh Council. She is the current serving Chair of BELMAS (British Educational Leadership Management Administration Society). Rehana completed her undergraduate degree at The University of Glasgow. She has a Masters Degree in Educational Management and Leadership and is in her final year of her Doctorate of Education. Rehana is delighted to be working at ESF Sha Tin Junior School where she can deploy her passion for teaching and learning and associated teacher learning. You can follow her on Twitter: @rehanashanks.

Paul Campbell teaches Year 6 (Primary 7) at a large international school in Hong Kong, where he also leads Mathematics across the school’s foundation of 22 schools. From August, Paul will be taking up the role of Lead Teacher, working with teams across his school on curriculum, assessment, and quality assurance. Paul is also a post-graduate researcher on the Doctor of Education (EdD) programme at the University of Glasgow. He is in Year 5 of the programme, writing his thesis on collaboration for school and system wide improvement, using Scotland as a case. Paul is also Vice-Chair of the International Professional Development Association (IPDA). You can follow him on Twitter: @PCampbell91.

Athole McLauchlan is currently a Grade 2 Homeroom Teacher at an international school in Beijing called the Western Academy of Beijing. His duties also include being the G2 Grade Level Leader and Pedagogical Leader. Previously, Athole worked for nearly 17 years as a primary teacher in a variety of schools and local authorities in Scotland. This included a spell as a Development Officer with Education Scotland and as a Principal Teacher. Athole recently graduated with a Masters in Educational Studies from Glasgow University. Athole has been a virtual teacher in an online classroom since the 29th of January, and has just completed 18 weeks of being a 3D teacher in a 2D world!” You can follow him on Twitter: @athole.

Talk announcement!

1o Simple Rules For Supporting A Temporary Online Pivot

Dr Emily Nordmann & Dr Jill MacKay
(School of Psychology | University of Glasgow, UK & Research Fellow in Veterinary Medical Education | The University of Edinburgh)

Monday, 15 June 2020 @ 4pm | REGISTRATION REQUIRED! Register for this webinar here: https://tile15june2020.eventbrite.co.uk

Abstract:  

As continued COVID-19 disruption looks likely across the world, contingency plans are being drawn-up for the 2020-2021 academic year. This includes delivering face-to-face programmes fully-online for both new and continuing cohorts of students. This temporary pivot will necessitate distance teaching and learning across almost every conceivable pedagogy, from fundamental degrees to professionally accredited ones. In this seminar we will discuss our new preprint “10 simple rules for supporting a temporary online pivot in higher education” and how, despite much of what is to come being far from simple, there are a number of underlying principles that can be used to support the planning process (and how these rules don’t just apply to higher education, despite the focus of the paper). We will also present interdisciplinary examples for online pivot plans that are built around the 10 rules. Finally, we will end with a discussion of the concerns and challenges that face you as educators. To allow us to tailor this discussion, we would be grateful if you could complete this short questionnaire before the seminar. The full paper can be downloaded here https://psyarxiv.com/qdh25

About the speakers:

Dr Emily Nordmann is a teaching-focused lecturer in the School of Psychology, University of Glasgow. The main focus of her pedagogical research is how lecture capture can be used as an effective learning tool. She teaches statistics and research methods using R and is a firm supporter of open and reproducible research practices and educational resources. You can follow her on Twitter @EmilyNordmann.

Dr Jill MacKay is a Lecturer in Veterinary Science Education at the Royal (Dick) School of Veterinary Studies. Her research interests mainly lie within research methodology and exploring how students learn in digital environments. She has been known to play the odd video game. You can follow her on Twitter: @jilly_mackay.

All authors of this project:

• Emily Nordmann, Level 1 Year Lead, School of Psychology, University of Glasgow
• Chiara Horlin, MSc Online Distance Learning Programme Lead, School of Psychology, University of Glasgow
• Jacqui Hutchison, Level 1 Course Lead, School of Psychology, University of Aberdeen
• Jo-Anne Murray, Assistant Vice-Principal for Digital Education, University of Glasgow
• Louise Robson, Director of Learning and Teaching, Department of Biomedical Science, University of Sheffield
• Michael Seery, Director of Teaching, School of Chemistry, University of Edinburgh
• Jill MacKay, UG Course Organiser, Distance Learning PG Course Organiser, University of Edinburgh

Talk announcement!

“I think I can”: Using Mindset-Based Interventions in the Classroom

Dr Yvonne Skipper
(Senior Lecturer in Psychology | School of Education | University of Glasgow, UK)

Thursday, 21 May 2020 @ 4pm | REGISTRATION REQUIRED! Register for this webinar here: https://tile21may2020.eventbrite.co.uk

Abstract:  

Carol Dweck’s work on mindsets suggests that people view intelligence in different ways. Some view intelligence as malleable (a growth mindset) while others view it as a stable trait (termed a fixed mindset). Literature has suggested that more of a growth mindset can lead to positive educational outcomes such as holding learning rather than performance goals and persisting following failure.
In this presentation, I will discuss how we have used this framework in three ways. Firstly, we developed a mindset intervention for university students. The intervention group participated in a session which explored brain plasticity, which is a component of growth mindset belief, while the control group learned about memory. Results suggested that the intervention promoted more of a growth mindset and led to more positive learning behaviours. Secondly, we worked with Stoke-on-Trent City Council to co-create a growth mindset toolkit for Year 1 school pupils which aimed to enhance literacy. This light touch intervention was trialled with N=443 pupils from 5 intervention and 4 control schools. Results suggested that the intervention promoted more of a growth mindset and enhanced phonics and sentence reading but not comprehension. Finally, we developed ‘White Water Writers’, an intervention which gives groups of people the opportunity to collaboratively write and publish a full-length novel in a week (www.whitewaterwriters.com). This aims to promote self-belief and literacy. Data from interviews, school results and pre and post-test questionnaires suggests that the project enhances literacy and self-belief.
Taken together these findings suggest that while there is some debate around the theory of mindsets and how the framework fits together, our interventions have had a positive impact on learners.

About the speaker:
Dr Yvonne Skipper recently moved to the University of Glasgow as a Senior Lecturer in Psychology. Her research focusses how we can motivate and engage learners of all ages. She researches topics such as teacher feedback, how peers learn together and why girls drop out of science subjects. She is passionate about moving theory into practice and ensuring that my work has a real-world impact.
She uses a co-creation approach, working closely with partner organisations to bring together psychology and ‘real world’ knowledge to solve educational problems. She has developed of a number of initiatives, such as a toolkit to promote a malleable view of intelligence and ‘White Water Writers’, which gives groups of people the opportunity to write and publish their own novel in a week. You can follow her on Twitter: @YvonneSkipper.

Talk announcement!

Playful Learning in Professional Degrees: Horsing Around With Vet Students

Dr Jill MacKay
(Research Fellow in Veterinary Medical Education | The University of Edinburgh, UK)

Thursday, 16 April 2020 @ 4pm | REGISTRATION REQUIRED! Register for this webinar here: https://tile16apr2020.eventbrite.co.uk

Abstract: 

Education programmes have a responsibility to teach their students resilience and adaptability, and this is particularly important in professionalised programmes such as veterinary medicine where ‘failures’ can be high cost and relatively common. Playful scenarios can be a useful tool in these settings, particularly if they encourage learners to deal with uncomfortable situations in a managed space. In partnership with students, we developed a playful roleplay scenario for first year veterinary students in a UK veterinary school. After our second year of running the scenario, we offer our perspective on the value of play in professionalised settings, and how failure and resilience training can be scaffolded into learning and teaching throughout a programme.

About the speaker:

How Do First-Year Psychology Students Study? Embedding Lecture Recording in Wider Study Practices.

Dr Kasia Banas
(Lecturer in Behavioural Sciences in Healthcare | University of Glasgow, UK)

Wednesday, 18 March 2020 @ 4pm | Webinar via Zoom: https://uofglasgow.zoom.us/j/409655993

Abstract: 

Lecture recording continues to be a much-discussed topic in education, and there is a growing amount of evidence that accessing recorded lectures at home can be a beneficial revision practice. This may be especially true among students whose first language is not English, or those who have other responsibilities beside their university course. In this talk, I will present preliminary results from an ongoing study of first-year psychology students at the University of Edinburgh, where we collected data about their use of lecture recordings, as well as administrative and questionnaire data on other learning practices and attitudes. A novel aspect of this study was its focus on norms, where we asked students to report what they thought their lecturers’ and classmates’ attitudes towards lecture attendance and lecture recording were. One interesting result was that while students reported that their lecturers set a positive norm for attending lectures, they were not sure what their lecturers thought about using recordings as a substitute for attending live lectures. I will discuss this and other preliminary findings, focusing on the potential targets for an online intervention that we plan to deliver to all first-year students next year. Project collaborators: Eva Murzyn and Anita Tobar-Henriquez.

About the speaker:

Supporting Autistic Students: Understanding Drop Out, Camouflaging and First Impressions

Dr Eilidh Cage
(Lecturer in Psychology | University of Stirling, UK)

Friday, 6 March 2020 @ 4pm | Seminar room (5th floor) | 62 Hillhead Street, Glasgow G12 8QB

Abstract: 

Autistic students are at higher risk of dropping out of university, yet this risk is little understood. In this research, quantitative and qualitative methods were used to examine (a) the different factors that may relate to university completion for autistic people and (b) the experiences of autistic people who had dropped out of university. Quantitative findings indicated that social and academic challenges, and in particular finding the transition to university difficult, contributed to the risk of dropping out. Qualitative findings identified several systemic issues – such as difficulties accessing diagnosis and poor autism understanding – as well as specific challenges within university – such as culture shock and a lack of proactive support. This talk will also touch upon other research findings regarding camouflaging (hiding or masking the fact one is autistic) and first impressions (how autistic people are perceived by non-autistic people on first meeting), and how these apply to the Higher Education context. Together, these findings suggest there is still a long way to go to ensure equal opportunities for autistic students.

About the speaker:

Effects of Seductive Details on Learning and Memory

Dr Carolina Kuepper-Tetzel
(Lecturer in Psychology | University of Glasgow, UK)

Thursday, 20 February 2020 @ 4pm | Seminar room (5th floor) | 62 Hillhead Street, Glasgow G12 8QB

Abstract: 

One common approach to make topics more interesting to students is to add entertaining, but irrelevant information during teaching. This could be in form of enriching explanations of the target topic with funny anecdotes or engaging pictures. The effects of adding such seductive details during instruction has been intensively researched in cognitive psychology – painting a rather negative picture of them. Many studies show a detrimental effect of seductive details on memory and transfer performance. Important learner and context variables have been revealed that moderate the effect and that should be taken into consideration before adding seductive details. This talk will present an overview of the current findings on seductive details and provide practical recommendations for teaching practice

About the speaker: