A reblog of a post earlier in the year from LSE Higher Education blog.
In a time of change and uncertainty, four academic developers from different disciplines, Jenni Carr, Natasha Taylor, Catriona Cunningham, and Jennie Mills, revisit Haynes’ and Macleod-Johnstone’s powerful paper Stepping through the daylight gate: compassionate spaces for learning in higher education and aim to make connections with how compassion plays an integral role in their practice
Creating compassionate spaces in higher education
New Year’s resolution? To start blogging on here again!
Back to work tomorrow, and plan to post on here at least once a month about my adventures (!!) in academic development. I bet you can’t wait 🙂
LSE LIFE’s Dr Sara Camacho-Felix considers questions around decolonising the curriculum and explains how working with Poetcurious and other spoken word artists to create an event for students, alumni, staff and the wider community created a space to explore themes including empathy and ownership in society in an inclusive and illuminating way.
Source: ‘Tongue Lash’: An act of decolonising pedagogy through hip-hop poetry and dialogue
In this post Jenni Carr considers the role of threshold concepts and liminal space in successful student learning.
Source: Student transitions and liminal spaces
This post originally appeared on the LSE Education blog.
Following our earlier post, Theatre Improvisation in Teaching, the Teaching and Learning Centre’s Dr Jenni Carr examines performance in the context of teaching
Source: Heresy of the week: Teaching- what a performance!
Another re-blog from the LSE Education blog.
Continuing our exploration of teaching heresies, the Teaching and Learning Centre’s Lee-Ann Sequeira, explores the ‘problem’ of silence in the classroom and the assumptions made about silent students.
Source: Heresy of the week 2: silence in the classroom is not necessarily a problem