Learning and teaching
SoTL Journal Club
The SoTL Journal Club is designed to engage colleagues with key and emerging literature in the field of learning and teaching.
The Journal Club’s main activity is the discussion and critique of a selected paper from published research into learning and teaching. The aim of the discussion is to both evaluate the robustness of the research and the methodology chosen, and to consider its relevance for our own teaching practice. The Journal Club is held regularly and attendees comprise a mix of academic, teaching and professional support staff with a shared interest in developing an informed awareness of the evidence base for good educational practice.
Upcoming events
Upcoming events
Questions or concerns? Please email academic-practice@york.ac.uk
| Date | Title | Briefings |
|---|---|---|
|
Wednesday 24 April, 12.30pm to 1.30pm Online via Zoom |
Perceived employability among STEM students: does gender matter? Join us for the next SoTL Journal Club to discuss a paper which investigates whether gender impacts on perceived employability and career readiness among STEM graduates. |
Find out more and get a copy of the paper via our WordPress blog. |
Past events
Past events
| Date | Title | Briefings and Reports |
|---|---|---|
|
Wednesday 27 March 2024 |
Refocus on student wellbeing - what universities can do |
WordPress site |
|
Monday 26 February, 2024 |
Going public with pedagogical inquiries; SoTL as professional development |
WordPress site |
|
Friday 19 January, 2024 |
Beyond reasonable adjustments: Supporting employability through inclusive assessment design |
WordPress site |
|
Friday 8 December 2023 |
Staff/Student Perspectives on the Impact of Generative AI on assessments |
WordPress site |
|
Monday 27 November 2023 |
Fostering a Constructive Approach to Failure |
WordPress site |
|
Thursday 14 September 2023 |
Too much material, not enough time. Student attitudes to individual and collaborative learning activities |
WordPress site |
|
Friday 23 June |
Higher Education pedagogy for a world with artificial intelligence Join us for the next SoTL Journal Club to discuss a paper which argues that higher education should seek to provide meaningful interactions between learners and AI systems. |
WordPress site |
|
Friday 28 April 2023 |
Reflection literacy |
WordPress site |
|
Monday 27 March 2023 |
Students, disciplines and internationalisation-at-home |
WordPress site |
|
Monday 27 February 2023 |
Learning Analytics
|
WordPress site |
|
Thursday 26 January 2023 |
Making staff/student partnerships work
|
WordPress site |
|
Friday 9 December 2022 |
Peer observation of teaching and teachers' development goals |
WordPress site |
|
Thursday 24 November 2022 |
'Teaching Employability is not my job!' |
WordPress site |
|
Tuesday 12 July 2022 |
Sustainability in higher education: how do academics teach? |
WordPress site |
|
Wednesday 25 May 2022 |
Student mental health and transitions into, through and out of university
|
WordPress site |
|
Wednesday 27 April 2022 |
Understanding Interdisciplinary Teaching
|
WordPress site |
|
Wednesday 16 March 2022 |
The public purposes of Higher Education: what do students think?
|
WordPress site |
|
Friday 18 February 2022 |
Rethinking Inclusive Assessment
|
WordPress site |
|
Tuesday 25 January 2022 |
Students generating questions as a way of learning - a study method for public good? |
WordPress site |
|
Wednesday 30 June 2021 |
What's the problem with problem-based learning? |
WordPress site |
|
Wednesday 9 June 2021 |
To understand and be understood: facilitating interdisciplinary learning through the promotion of communicative competence |
WordPress site |
|
Tuesday 18 May 2021 |
Transitioning to the "new normal": pedagogical practices in fully online flipped classrooms
|
WordPress site |
|
Wednesday 28 April 2021 |
Study Skills, Neoliberalism’s Perfect Tinkerbell |
WordPress site |
|
Monday 25 January 2021 |
Assessment for learning
|
WordPress site |
|
Friday 27 November 2020 |
Do assessed online journal discussion boards promote student engagement with groupwork? |
WordPress site |
|
Wednesday 12 August 2020 |
Using interactive technology in the classroom |
WordPress site |
|
Wednesday 27 July 2020 |
Content delivery: Maximising Student Learning from Video |
WordPress site |
|
Wednesday 8 July 2020 |
Designing blended dual delivery courses
|
WordPress site |
| Wednesday 27 May 2pm |
Supporting a 'Temporary' Move to Online Teaching in Higher Education |
WordPress site |
| Tuesday 23 June 2020 |
'Understanding and enhancing online student engagement' |
WordPress site |
| Monday March 16 2020 | Enhancing Learning from Lectures |
WordPress site |
| Thursday 27 February 2020 | A Hidden Sustainability Curriculum? Engaging students in learning about and for sustainability |
Available on WordPress |
| Wednesday 11 December 2019 | 'Mind the Gap? Relations between Higher Education Studies and Discipline-Based Research' |
Available on WordPress |
| September November 4 2019 | The Hidden Curriculum: A conceptual framework for inclusivity, equality and social justice in Higher Education? |
Briefing available on WordPress |
| June 2019 | Teaching and learning in a world which has "had enough of experts"? | WordPress |
| May 2019 |
Mathematics in the disciplines at the transition to university |
Briefing on WordPress, articles on Paperpile |
| April 2019 |
Lecture attendance and student performance - a key factor for predicting success? |
Briefing on WordPress, article on Paperpile |
| February 2019 |
From Duality to Criticality? Helping Students through the Perry Scheme of Intellectual Development |
WordPress |
| December 2018 |
Student evaluation of modules for improved teaching-learning effectiveness |
WordPress |
| October 2018 |
From monologue to dialogue: improving written feedback processes in mass higher education |
WordPress |
| June 2018 |
Separating the Individual from the Herd: Assessing Process and Product in Student Group Work |
WordPress |
| May 2018 |
Integration or isolation: Chinese students' social integration into the University community |
WordPress |
| February 2018 |
Equality or Quality? Developing an inclusive pedagogy in Higher Education |
WordPress |
| December 2017 |
Lecture Capture: Perspectives on its use, reception, and future direction |
WordPress |
| October 2017 |
Cause and Effect: Do student-centred learning environments lead to deep approaches to learning? |
WordPress |
| June 2017 |
Thinking in Higher Education |
WordPress |
| May 2017 |
Teaching in a Post-Truth World, or What Critical Pedagogy can do for us |
WordPress |
| March 2017 |
High Impact Practice: Improving Student Learning |
WordPress |
| February 2017 |
Making Life Difficult: Testing to Improve Learning |
WordPress |
| January 2017 |
Occluded Genres: Rethinking student writing in Higher Education |
WordPress |
| November 2016 |
Getting stuck: On threshold concepts |
WordPress |
| July 2016 |
Learning that lasts? The Alverno model and evaluating graduate outcomes |
WordPress |
| May 2016 | Student reflection, our reflection: Considering peer feedback and action research | WordPress |
| March 2016 | Student engagement | WordPress |
| January 2016 | Try, try and try again: what scope is there in Higher Education for learning from getting things wrong? | WordPress |
| December 2015 | What is Deep Learning? Part 2: Critique | WordPress |
| November 2015 | What is Deep Learning? Part 1: Seminal texts | WordPress |
If you would like to receive notifications about SoTL Network activities, please email us on academic-practice@york.ac.uk or sign up to our mailing list through our Google Form. You can also join our SoTL SLACK channel to connect with the SoTL community at York and find out more about SoTL opportunities.
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