As part of Neurodiversity Celebration Week https://www.neurodiversityweek.com/ I'm joined again by Sarah and two colleagues, Alissa and Angela, who have set up a group for neurodivergent staff at UCLAN. We discuss terminology, manifestations, coping and support mechanisms.

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Sumeya talks to me about her role as a Senior International Student Lecturer, helping not only to celebrate the successes and contribute to the development of international students, but her work helping staff to interact more positively in the classroom.

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Rebecca and I discuss classroom management covering values, moments of meaningful connection, pro-active strategies and reactive strategies.

Rebecca's book, Sheepdog Teaching: The professors guide to being an excellent teacher, should be available in about 12 months.

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Thanos explains his use of a productive failure approach to teaching economics, including a tennis match between Djokovic and Nadal to teach strategy.

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If you have something you'd like to share please contact [email protected], currently booking dates in April and looking forward to episode 100

Today Anna tells me about the research she's been undertaking to identify barriers for international students in live lectures and small adjustments that can be made to help.

If you'd like to participate in the research Anna can be reached at [email protected]

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Nicola explains how she uses rocks on her PGCAP course to help illustrate the difference between deep and surface learning. We look at telling stories, being iterative and end with a reference to The Infinite Monkey Cage.

Dr Nicola Grayson is an Academic Developer with a research interest in third-space or ‘hybrid’ practitioners (see Grayson and Syska, 2023 and Whitchurch, 2013). Nicola reflects on how her experiences teaching in the third-space inform her approach to teaching within her discipline, and her role supporting HE educators to enhance their teaching practice. She advocates a

References:

Grayson, N.J. and Napthine-Hodgkinson, J. (2020). Enhancing

Grayson, N.J. and Syska, A. (2023) Hybrid Learning Developers: between the discipline and the Third Space. In Syska, A. and Buckley, C. (eds) How to be a Learning Developer in Higher Education, Taylor and Francis, pp43-50.

Whitchurch, C. (2013). Reconstructing identities in higher education : the rise of ‘third space’ professionals. New York, Ny: Routledge.

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Ian and I discuss all things career development and he takes me through the DOTS model. We also discuss the importance and value of addressing these things early int he student journey.

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Dale and I discuss digital platforms, which ones work best, how she uses them and how they improve engagement.

Parami have made the site 'faculty-only' now and the Elkana Centre @ CEU have not made public all of the projects as they had previously planned.

However, you can access information about the project and other ideas via Dale's blog https://techinteachingsite.wordpress.com

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Alison explains how jigsaw and why jigsaw classrooms were developed and how they can be used to increase engagement and group work. Helping students work with new classmates in expert groupings that then increase the effectiveness of groups in class discussion. We also discuss creating safe spaces for exploring ideas.

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Hodgie reflects on an award-winning career and identifies areas that he feels have had positive impacts on students.

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