This publication features some of LALT's staff development and student engagement initiatives, shares best practice and celebrates teaching, learning and evaluation news from across the institution.
UniLincoln App
Message from Professor Abigail Moriarty
Welcome to the new academic year and the LALT Newsletter
As the recently appointed Pro Vice Chancellor for Education and Students, it is a pleasure to extend my welcome at the outset of this academic year. I was particularly encouraged by the enthusiastic participation at the 'Learning Together: University Teaching Showcase' held in September, which provided an inspiring start to the year. I trust that colleagues had an opportunity to rest and recharge over the summer and are now ready for the challenges and opportunities that lie ahead. The return of both new and continuing students has infused the campus with a vibrant energy, enriching the academic atmosphere wherever you go.
Having been at the University of Lincoln for only a few months, I already feel a strong sense of belonging to this community. It has been a privilege to meet with many students and colleagues, learning about their contributions and ambitions. The passion and dedication revealed in these conversations has been truly inspiring, leaving me with immense pride. However, I am also aware that the pace of change at the University can be a source of anxiety and uncertainty for some. I am committed to working collaboratively with you as we navigate these changes to ensure that the student experience remains at the forefront of our efforts. I welcome feedback, especially regarding instances where things may not have gone as planned, as well as suggestions for enhancements that can improve student outcomes.
Together, I believe we can achieve great things, leveraging the immense talent present within the University of Lincoln community.
The University’s Teaching, Learning, and Student Experience Plan HERE, outlines our strategic direction for enhancing the student journey and outcomes. This plan has evolved significantly over the past months, with several key initiatives being prioritised for the next 18 months, including, as an example:
- Establishing a consistent student journey, from pre-enrolment to University induction and reinduction, aimed at fostering a positive experience and improved outcomes. This includes integrating study support and skills for the benefit of all learners.
- Developing a clear and adaptable curriculum development framework, grounded in a risk-based approach aligned with the Office for Students' regulatory conditions, to ensure a contemporary student experience that withstands both internal and external scrutiny.
- Transitioning the current Personal Tutoring model into a structured Personal Academic Tutoring system.
- Reviewing and enhancing assessment methodologies to ensure they are inclusive, authentic, and supportive of student learning, with processes in place for early retrieval of failed components to improve retention and attainment.
Colleagues with an interest in these areas are encouraged to let me know. Additional information on these initiatives will be communicated through the new Academic Committee Governance structure, which ensures active representation from across the University.
In closing, I would like to express my gratitude for the warm welcome I have received. I wish you all a successful and fulfilling term ahead and remind everyone to be kind and supportive of one another during what promises to be a busy period.
Professor Abigail Moriarty, Pro Vice Chancellor for Education and Students, University of Lincoln
Teaching and Learning Showcase 2024
"Learning Together" Teaching Showcase 2024
On Wednesday, 4th September, the University hosted the Learning Together: University Teaching Showcase 2024 event, in collaboration with colleagues from Digital Education. This showcase provided a platform to learn, share, and highlight practical teaching and learning applications through short talks, interactive workshops, demonstrations, and discussions.
The relaxed event featured a programme of over 80 lightning presentations and workshops from staff and students throughout the day, attracting more than 120 attendees.
Professor Kate Strudwick, Dean of Teaching and Learning emphasised the value of such collective events: “Collective events such as these allow us to hear and learn from different voices on all aspects of teaching and learning. Listening to presentations from academics, professional services staff, and those co-created with students enable us to share good practice, collaborate, and learn together.”
Among the presenters were Rachel Justice and Ryan Chapman, second-year students from the Lincoln International Business School. They co-presented the findings of their UROS project on understanding volunteer motivations and analysing the peer support project with their academic supervisor, Erkan Demirbas. Ryan shared his experience, saying, “I had a great time at the showcase explaining our project. While only short, it gave me a feel for presenting as this is something I don’t get enough opportunities to do and struggle with overall. I enjoyed answering questions as it was great to see others engaged with our initiative and wanting to know more. The other groups in our session presented very interesting projects, which helped to show how interconnected different parts of the university are and how different projects are being used to provide a greater experience for students.” Rachel added, “I thought the event was a great way to learn more about what academics are doing at the University, especially as it’s not normally advertised to students. I also enjoyed the opportunity to present to university staff as it improved my confidence, and it was a good way to get their opinions on our project.”
Emma Pullen, Senior Lecturer in Accountancy and Finance and Programme Leader in the Lincoln International Business School, who ran a workshop at the event highlighted the broader impact of the event: “It opens our eyes to what great stuff is going on at the university and maybe find us some friends that can help us out with work we’re doing.”
The showcase was a testament to the collaborative spirit and innovative approaches in teaching and learning at the University, fostering a community of shared knowledge and support.
PTES Update
PTES 2024 Results
Advance HE has released further PTES 2024 results data, and the University of Lincoln (UoL) has once again outperformed the sector across all question categories.
The Sector analysis tab has also been updated on the new, improved PTES dashboard.
"These results are very positive, so please do disseminate to your teams – and to our students who have provided us with this valuable feedback." (Claire Randerson, Dean of International & PGT).
"Our thanks must go to all colleagues who have taught and supported our students so successfully and enabled them to have such a positive experience in Lincoln." (Judith Carey, Chief Student Officer / Academic Registrar).
Update on Student Futures Manifesto
In 2022, the University of Lincoln (UoL) joined other institutions in the UPP Foundation Student Futures Commission's ground-breaking initiative—the Student Futures Manifesto (SFM) Project. The SFM manifesto represents the university's commitment to enhancing student experiences in higher education and we are now coming to end of Phase Two.
Two student consultants were recruited for Phase two and in this IMPact journal paper they have been reflecting upon what belonging means to them at the University of Lincoln and setting out their key recommendations.
Authors: Allison Bennet, Shukria Sazzad Haider, Prof Kate Strudwick and Liz Wylie-Smy
Why you wanted to get involved with SFM Phase 2? SFM provided “ …an opportunity to ensure students voices were heard but most importantly, valued”
What does belonging at UoL mean to you? “What does it mean? It's a surreal experience for me. There's been so much to learn, unlearn and improve on myself. Being a part of this large diverse and inclusive community has instilled in me a sense of awareness and effective communication skills across various groups of people…Going further I am confident in knowing I have done my part. A huge thank you to the University of Lincoln for guiding me towards this level of preparedness”
Why you wanted to get involved with SFM Phase 2? “I was excited to get involved with SFM Phase 2 because it presents a unique opportunity to contribute to the enhancement of access to higher education and the overall educational experience. The prospect of making tangible improvements that can benefit both current and future students at the university is incredibly motivating for me”.
What does belonging at UoL mean to you? “Belonging at the University of Lincoln (UoL) means striving to make a difference and fully embracing the opportunities provided by the university to develop my skillset…It involves being part of a vibrant community of passionate students who bring diverse experiences and skills together to make tangible improvements within the university and beyond. To me, being at UoL means being a passionate changemaker, committed to personal growth and contributing positively to the university environment and the broader community.”
The student consultants have also designed a survey for students and are really keen to hear about experiences at the University of Lincoln.
Please do circulate using the QR code and attached information to promote in your sessions with students - whether it is personal tutor meetings or subject talks.
Student Engagement
UROS is a competitive bursary program aimed at providing undergraduate students with the opportunity to gain research experience by collaborating with academic staff. This allows students to gain genuine insight into the research environment while developing valuable, transferable employability skills.
UROS projects typically involve approximately 30-60 hours of research work, and successful applicants will receive a £500 student bursary.
The first application window opens on 14th October and closes on Monday, 2nd December 2024. The second window opens on 20th January 2025 and closes on 14th March 2025.
For more details about UROS, please email uros@lincoln.ac.uk with any queries, or use the link below to visit the UROS website.
UROS Exhibition Showcase
Early November - More details to be released!!
Call for Research Reviewers
WANTED
Reviewers for Research Paper
We are looking to extend our current pool of volunteers to support LALT with reviewing research for various projects. This includes the Undergraduate Research Opportunities Scheme (UROS) applications, and IMPact paper reviews and feedback.
Supporting LALT as a reviewer will provide you with a developmental opportunity, which can be used to evidence your contribution to scholarship, collaboration, and student engagement at an institutional level. This opportunity provides a flexible commitment level, and you can volunteer for as much or as little as your workload permits. Full guidance and support will be provided.
If you are interested in volunteering and would like to find out more, please contact lalt@lincoln.ac.uk.
Academic Development Update
Academic Professional Apprenticeship (APA) & Postgraduate Certificate in Higher Education (PgCert HE)
For the past two years we concurrently offered the Academic Professional Apprenticeship (APA) and Postgraduate Certificate in Higher Education (PgCert HE) for staff wishing to achieve a teaching qualification. Both programmes evaluate well and those who complete them are having an impact on teaching and learning practice within their schools.
The APA standard is currently undergoing revision by the Trailblazer group to streamline it and reduce the number of Knowledge Skills and Behaviours (KSBs) apprentices need to meet. This has been welcomed by the sector and indeed the team in LALT. Now is therefore the perfect time for us to reflect on our experience of the APA and improve its suitability and viability for the future. We have listened to the feedback from participants, mentors, line managers and tutors and our intention is to redesign the programme. This makes it more comparable in length to the PgCert HE programme and introduces greater flexibility in terms of study options, making it more appealing. We have therefore made the decision to pause recruitment to allow us the time to do this and wait for the revised standard. There will be no new APA cohort in February 2025.
Whilst APA is paused, we will continue to offer the PgCert HE as a route to qualification. The third cohort of the programme has just started, and due to demand, and in light of the fact we won’t be running an APA 2025 cohort, we will be running an additional PgCert HE cohort in February 2025. Recruitment is now open for the PgCert. Any colleagues who were considering an application for the February 2025 cohort of the APA should be encouraged to apply for PgCert instead, details can be found on the website.
The HEAR scheme (see below), allowing staff to achieve recognition of teaching practice, will continue to run as normal. We will be launching a range of “bitesize” CPD opportunities to support the development of learning and teaching practice over the course of the next year.
HEAR Scheme Update
All staff who teach at Lincoln are encouraged to achieve formal recognition of their practice through the University’s internal HEAR scheme, which is accredited by Advance HE.
Key dates and information about making a claim for Associate Fellow (D1), Fellow (D2) or Senior Fellow (D3) status can be found by clicking on the HEAR website button below.
The next submission deadline is 20 January 2025.
Applicants are invited to attend a support workshop before applying; these are bookable via the HEAR web pages.
If you have been asked to provide a supporting statement to authenticate a colleague’s claim, there is guidance available.
Queries can be directed to HEAR@lincoln.ac.uk.
Equality of Opportunity
University Access & Participation Plan (APP)
2025/26 to 2028/29 receives Office for Students approval
Following its submission in May, the University’s next Access & Participation Plan has received approval from the OfS for implementation. The plan outlines measures to ensure that students from all backgrounds can access the University, feel part of the Lincoln community, and receive support to achieve their full potential. Targets set under the plan focus on:
- Increasing the representation of students from the most deprived backgrounds and supporting them to achieve the highest possible degree outcomes.
- Strengthening partnerships with feeder schools to address perceptions of higher education, particularly to encourage more male students to enrol.
- Ensuring students from Asian, Black, Mixed, and Other ethnic backgrounds can progress and achieve degree outcomes in line with their White counterparts.
- Closing the achievement gap between students with disabilities and those without, helping all students reach their potential and transition into graduate employment.
Each year, we welcome thousands of new students to our community and strive to ensure that everyone, regardless of who they are or where they are from, feels included. Interventions set out within the plan represent a whole university approach to ensuring access to and support across the whole student lifecycle. This includes:
- Working with applicants and their teachers to remove the barriers to accessing higher education for those people from the most deprived backgrounds.
- Supporting students from Asian, Black, Mixed, and Other ethnicities in building a sense of belonging which is key to inclusion, mental health, wellbeing, and ultimately, improved engagement and academic success.
- Providing tailored services and support for students whose learning is affected by a disability to enable improved engagement in their learning, and in turn success in their studies and progression beyond university.
As one learning community, we embrace the diversity of identities and experiences, guided by our One Community values of equality, understanding, kindness, and acceptance. These values promote respect and inclusivity in enhancing the student experience.
You can read the full plan for the University of Lincoln here
Digital Education
AI at University of Lincoln
In the ever-evolving landscape of accessible AI, the University of Lincoln is actively evaluating its transformative impact on our organisational functions. A focus on teaching and learning shines a light on the evolving nature of AI which presents both challenges and significant opportunities to revolutionise academic and industry training environments. AI is influencing how students engage with knowledge, integrating AI practices as a foundational element of future technological advancements. To address these developments, the University has established three working groups, each focusing on the strategic, technical, and operational aspects of AI utilisation:
- AI Working Group: Chaired by Andy Beggan, this group is strategically oriented, guiding the University’s response, policy, and approach to AI integration. Comprising representatives from diverse areas, the group aims to actively navigate and promote the potential and challenges associated with AI. They have been the driving force for the creation of strategic paperwork and guiding the support the university provides for all stakeholders.
- Digital Innovation Centre of Excellence (DICE): We are working our way through developing and delivering AI and automation initiatives; we work closely with the Digital Delivery team and GAIN to provide solutions to relieve capacity and improve efficiency for teams across the University. We are also acutely aware of the rapid pace at which this area of technology moves. Therefore, we also invest our resources to explore and experiment with both; solutions we have built ourselves, and the many more solutions released regularly as they become available. We’re building our own Copilots, training to run robotic process automation, playing around with AI that creates audio for you, investigating AI video creation tools, and we’ve even found some really cool hologram technology! This will greatly inform the solutions we offer as we realise our capabilities and limitations. Check out our first AI tool here: ai.lincoln.ac.uk
- Generative AI Network (GAIN): Led by Kate Strudwick, GAIN has an operational focus, aiming to explore the practical application of AI across a broad spectrum of organisational and scholarly activities. One of GAIN’s objectives is to foster innovation through piloting and experimentation, driven by an interdisciplinary team of early adopters. This group will be instrumental in building use cases that will be circulated across the University to support the implementation of AI-driven practices. At present the group have been testing out AI tools within our own software and understanding how we can develop prompts to support teaching and efficiency.
Collaboratively, these three groups are committed to promoting the use of artificial intelligence and ensuring its seamless integration across all University domains.
If you are interested in contributing to AI initiatives at the University, we invite you to join the GAIN network. We are currently welcoming expressions of interest for the first round of exploration on tasks such as Copilot use cases and integrated AI tools investigations. Ideal candidates will have some knowledge of AI and prior experience with available tools. To learn more and express your interest, please contact Kate Strudwick (KStrudwick@lincoln.ac.uk) or Phil Peatling (Phpeatling@lincoln.ac.uk)
Please review these useful links to find out more about AI at UOL // For advice on using AI within T & L please visit our toolkit | AI Toolkit (Web) // Student Information Links:
Digital Services: Start of term updates
Optimising Learning Spaces: 21 of 22 large learning spaces on Brayford Campus have been standardised (AV team) and tested, and supporting materials have been updated (INB0114 pending). We hope this will improve the teaching experience across these spaces. Please pass on any feedback so we can continue to support your sessions across campus.
Digital Training Weeks - September 2024: CPD sessions for the start of term were a success with over 1,000 staff and students attending sessions across the two Digital Training Weeks. We are now planning for our January 2025 CPD week and will be sending out details shortly so keep an eye out for more information in the coming weeks.
Blackboard Ultra Upgrade: Following our 3-year transition period, all curricula taught in Blackboard are now using the latest version of Ultra. All support requests are now being filtered through the helpdesk - if you need any support, please contact DT to submit your query.
AI for Learning and Teaching: Student Artificial Intelligence and Copilot guidance has now been shared across the university and information links have been added to the homepage of Blackboard. For more information, you can visit the following links to see the advice provided: •
Libraries and Learning Skills
Writing Development
The Writing Development team introduced new webinars this term which covered some basic writing rules, such as writing sentences and paragraphs. The new webinar on writing with Dyslexia at university has been very popular. Webinars on reflective writing, critical writing and thematic analysis continued throughout the summer. Future webinars include writing case studies and using text-to-speech software to read assignments. Webinars and workshops are scheduled throughout the term (bookable on the Library events page).
The team have introduced MS Teams Chat appointments in addition to the existing online and in-person appointments. They are available to everyone but have been introduced for students who would rather not use their camera and microphone. Appointments are bookable via the Writing Development website below.
Students can also book in with Writing Development if they would like advice on how to apply their Studiosity feedback.
Please contact the team if you would like to arrange a Writing Development lecture for your students. Either fill out the form on our website or email: writingdev@lincoln.ac.uk.
3rd Edition of Harvard Referencing Guide
The 3rd edition of the Harvard Referencing Handbook is now available (online only) via the Libraries and Learning Skills website, in two guides:
1. Introduction - this has been expanded, providing an overview of good academic practice and the Harvard style. It also includes details of any major changes from the 2nd edition as well as an example reference list at the end.
2. Information Sources - guidance on how to reference nearly 150 different sources of information. This includes more subsections within books and journals, such as audiobooks, chapters in edited ebooks, books and ebooks which are not the first edition as well as journals with article numbers. There is also guidance on how to reference AI (should it be permitted).
If a student wishes to print out their own copy of the information sources guide, an abridged version is also available.
Careers and Employability
New Skills Resources Available
Personal Tutors play an important role in helping students to reflect, understand and develop their skills. Through conversations with your tutees in 1:1 or group conversations, skills can be a useful conversation starter. This can help facilitate signposting to key services including Careers & Employability, the Library, Student Wellbeing and more.
Tutors can make use of some resources for 1:1 conversations or group tutorials via the careers education hub. Resources available for tutors to use includes a revised Skills Assessment for this academic year. This utilises the same language from the skills for life wheel and encourages students to reflect on their current learning linked to Creativity, Self-Awareness & Wellbeing, Global Mindset and Social Responsibility.
Students can complete this at any stage of their university journey and see their own distance travelled each time they take the assessment. Tutors can signpost students to complete this at any stage by utilising the instruction on the hub or signpost to the Lincoln Award where they will complete the skills assessment and identify activities relevant to their development.
Signpost your tutees the University Careers Fair on the 16th of October!
Students can book their place here. If students are feeling nervous about attending they can also book a careers fair buddy through the careers and employability team by emailing careers@lincoln.ac.uk
For any further information or support for how this will work in your area please email hmccarron@lincoln.ac.uk or Klambert@lincoln.ac.uk
International College
The International College provides a wide range of services for all enrolled international students for whom English is a second or additional language. Our focus is academic English and study skills but we also offer opportunities for students to better understand British culture and meet other students from around the world.
Introduction
The International College is now headed up by Dr Chokri Ghezal
"I first joined the International College (formerly known as the English Language Centre) in 2019 as the In-sessional Programme Manager, and then became Deputy Head in 2023. Last summer, I was appointed Head of the College, and I am excited to lead the team and work closely with colleagues across the university to provide excellent support to our international students.
I have always been passionate about linguistics and literature, and I strive to enrich the student experience through activities and events that bring together people from various cultural backgrounds. In 2020, I started the International College Reading Club, but I have since delegated its running to equally enthusiastic colleagues. To celebrate Black History Month this year, we will be reading an excerpt from The Bluest Eye by Toni Morrison."
Our In-Sessional Support includes:
Academic English Courses: We offer a range of free courses designed to support students to tackle assignments and complete all tasks that require a high level of linguistic competence. These courses include English for Dissertation Writing, Academic Reading Skills, Academic Writing Skills, Academic Grammar, Presentation Skills. For more details and to register for a course, please click HERE
Study Skills Workshops: These workshops are single session events that usually happen at the start and end of semesters. Each workshop focuses on a different topic, some focus on writing structure and some focus on communication. Courses include:
- Critical Thinking
- Understanding Assessment Briefs & Planning Essays Effectively
- Using Evidence, Paraphrasing and Synthesis
- Reflective Writing
- Exam Preparation
- Report Writing
For more information, please click on the Study Skills Workshop button below:
One-to-one English Language Support: These sessions are for those who want to build their confidence in any aspect of English language and academic study skills. Students can make an appointment to meet with one of the experienced Senior EAP tutors who will provide tailored, individual consultations to help the students improve their skills. For more details including booking an appointment, please click HERE
International Student Hub: The International Student Hub contains a range of information and links to help students get settled and includes a timetable of campus events. From the Hub, students can access the International Student Handbook which helps students find out the facilities and support services the University of Lincoln provides.
English Reading Club: The English Reading Club is a monthly event open to all staff and students (PG and UG's) to meet and share their passion for reading in a friendly atmosphere. Regular meetings will allow you to make new friends with similar interests. Members of the club can make suggestions of a book/article/short story/poem that they would like to read. Each month, the members meet to share their thoughts and reading experience for an hour-long session.
The next book club meeting: Thursday 24 October // 12pm-1pm // Minerva Building, Room MB1104
To commemorate Black History Month, we will be reading an unforgettable classic, The Bluest Eye by Toni Morrison.
Please contact us at internationalcollege@lincoln.ac.uk, if you have any queries.
Students' Union News
Students' Union Updates
Last year, the Lincoln Students' Union introduced a new five-year strategy shaped by student feedback, leading to a comprehensive review and revision of our governance structure. After this thorough process, we implemented a new model, which was voted on and approved by the student body. As of January 2024, we are proud to have launched this updated model of student representation!
Our new structure features three key Student Leaders: the Student Communities Officer (Lead Officer), the Student Representation Officer, and the Student Support & Development Officer. They are supported by 15 part-time Student Experience Officers, one representing each school, along with dedicated roles for an International Experience Officer and a Postgraduate Experience Officer. This structure reflects how students want to be represented and gives every student the chance to actively shape their university experience.
Programme Reps also play a crucial role by gathering feedback from students on their courses, focusing on both academic and non-academic concerns. This feedback is then communicated to their respective Student Experience Officers. Vacancies for Programme Reps are still open, please visit:
This officer framework is further strengthened by the Student Forum -an innovative platform designed to elevate the student voice.
The Student Forum offers a dynamic space where students and officers collaborate to shape the student experience, ensuring everyone has the opportunity to contribute. To learn more, please click on the button below:
UN Sustainable Development Goals
Using the UN Sustainable Development Goals as inspiration for a brighter future.
Sustainability is recognised through the 17 United Nations Sustainable Development Goals (SDGs) to incorporate social, environmental and economic change to lead to a more equitable world where people and the planet have a healthy future.
The University of Lincoln is a signatory of the SDG Accord, promising to do what we can to progress them. You can read about some of our many contributions via the link below.
All of our programmes link to these goals for a better future for all of us, but not all of our students know this.
WORKSHOPS
We will be running workshops in October and November where you can explore how you could incorporate these goals into your existing or future teaching - using inclusivity and authenticity as guiding principles. We will discuss some actions for quick changes and longer term projects to help your students see how they can be part of delivering that better future.
Using UN Sustainable Development Goals
- 16 October 2024 // 13:00-15:00 // ATB
- 20 November 2024 // 13:00-15:00 // ATB
Booking via MyView
Please contact Libby John (ljohn@lincoln.ac.uk), Dean of Sustainability, with any questions, suggestions or (especially) examples of good practice in incorporating the SDGs into our work.
Staff Spotlight
NTF Fellowship award by Advance HE
Dr Sarah Longair, Associate Professor in the History of Empire, has been awarded a National Teaching Fellowship (NTF) by Advance HE, the highest accolade for teaching in the UK. This award recognises her contribution to teaching history in universities and schools, in particular through the use of material culture. Here, she reflects on this work and what the award means to her.
"I was hugely surprised and honoured to be awarded a National Teaching Fellowship this year. I focused my application (or ‘claim’ as it is known for this award) on my commitment to teaching history through objects. Coming from the museum education sector, things – whether material culture, works of art or natural history specimens – have always formed the starting point for my teaching. My academic research has similarly explored the histories of objects, collections and museums and their relationship to the British Empire. My experience of working in museums showed how powerfully objects could engage audiences of all ages with history, sparking their curiosity about the past.
Since joining the University of Lincoln in 2016, I have sought to embed these approaches in university curricula to spark similar levels of excitement and inquisitiveness in our students. I have incorporated the study of objects across my teaching to ensure that students gain and develop skills of material analysis and research, so they feel comfortable working with objects as core primary sources. Working with objects in a subject such as history, which is normally focused on texts, is inclusive – some students can be intimidated by historic writing and feel more at ease when faced with an object. Students on my final year ‘Objects of Empire’ module research and present a museum object each week related to our theme and their enthusiasm as well as the fascinating range of objects they uncover is inspiring. Their presentations are underpinned by rigorous academic research as well as nuanced discussions of objects and their links to the colonial past.
These approaches to teaching have been eagerly taken up by school teachers, an aspect of my practice particularly praised by the NTF. Working with Sasha Smith, Head of Humanities at Sir Robert Pattinson Academy, North Hykeham, has demonstrated that school-aged students respond extremely well to history as explored through things. For a topic such as the British Empire, which is vast and complex, the story of an object provides a tangible and navigable means by which to investigate a potentially daunting topic. It is notable that while school teachers are keen to include material culture as part of the History curriculum at Key Stage 3 (Years 7 – 9; 11 – 14 years), from the medieval to the modern, this drops away in Year 10. The pressures of exams and the structure of national qualifications mean that objects tend to be used far less in the GCSE and A Level years. I have started discussions with exam boards about how we might enable greater continuity in the use of objects in the coming years.
Teaching with objects should not be confined to history. Of course, our Conservation team here at Lincoln work with artefacts every day, while students on programmes such as Design and Fashion are creating material things throughout their studies. But there is real potential for the greater use of things in more programmes that are traditionally more dominated by the study of texts: this year I will be delivering a session on the Sport, Culture and Society module for undergraduates in the Sports Business Management programme on how these students can bring visual and material culture into their studies. I would be happy to work with any colleagues interested incorporating such approaches into their teaching.
Recognition by Advance HE and the National Teaching Fellowship will certainly aid and support my future work, and my thanks to everyone at Lincoln for their support, in particular our former colleague, Dave Prichard, and all the LALT team."
Publication (External)
Enhancing Inclusive Student Engagement in Higher Education
Dr Nadia Gulko and Nicola Wood have published a QAA report on Inclusive Student Engagement which is part of a Collaborative Enhancement Project led by Lincoln and funded by the QAA (The Quality Assurance Agency for Higher Education).
This report provides a summary of prior studies surrounding a multifaceted and complex concept of student engagement to which all stakeholders in the learning process (students, staff, and the institution) have a contribution to make. Prior literature demonstrates specific areas which are important in defining student engagement, such as behavioural, cognitive, psychological, sociocultural, socio-demographic, and institutional aspects. Effective student engagement involves creating an environment where students are motivated, feel a sense of belonging, and can participate in their learning process. Educators should implement effective and inclusive strategies in the aim of addressing barriers to engagement and enhancing learning experiences. Fostering an inclusive environment is essential for ensuring that all students have equal opportunities to succeed. Considering inclusion should be a continuous and intentional process of creating a supportive learning environment.
We would love to hear about events and successful teaching and learning practice from across the university.
If you are interested in having content included in the next edition, please contact ngrace@lincoln.ac.uk.
Please disseminate this within your teams to those who may be interested.