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A visual to accompany the 'Scholarship and Impact' panel discussion led by invited speakers:Kate Cuthbert @cuthbertLaura Stinson @lstinson81Nathalie Tasler @drntaslerand Dawne Irving-Bell @belld17Chair: Matt East @mdleastPractical Pedagogy Conference 13th September 2021Conference Link and Programme can be accessed here: https://chrisheadleand.com/practical-pedagogy/

This exploratory paper introduces a theoretical framework which helps educators in higher education to navigate the complex relationships between self, students, and place. It is also written for academic developers who support the evolving identities and pedagogies of lecturers undertaking professional development. The framework focuses on students, teachers and places as actors (first space) that interact, giving rise to transformational (second) spaces. At the heart of the framework (third space), all three actors dynamically interact through creative pedagogies for active, transformational learning, physically and/or digitally. Although the term ‘third space’ typically refers to the merging of two physical places (Flessner, 2014), we perceive it here as a merging of three ‘actors’ with constantly changing identities to create a dynamic third space for transformation and student-centred learning

This creative idea documents the benefits of making and using felt fortune cookies within academic writing as an active learning experience. I used this activity to help learners engage more in depth with academic texts, in particular, how paragraphs and arguments are constructed and supported. It offers an embodied learning experience in that the learners collaborate, move about the room, and physically engage with the fortune cookie artefacts and within the classroom space itself.

Object-Based Learning (OBL) is a well-established teaching method; Korda (2020), for example, documents how objects were used in 19th century school teaching in Europe. However, it is only relatively recently that its potential has been recognised in UK higher education, popularised by the work of Chatterjee et al. (2011). It has been defined as ‘a mode of education which involves the active integration of objects into the learning environment’ (Chatterjee et al., 2016, p.1).\ud \ud The University of Glasgow Hunterian Museum’s extensive collections lend themselves to enquiry-based learning across the disciplines. This gives us a unique opportunity to introduce OBL within our Postgraduate Certificate in Academic Practice (PGCAP), in our Creative Pedagogies for Active Learning course. In partnership with museum colleagues, this raises awareness of the potential for its use in learning and teaching in various degree subjects.\ud \ud OBL supports active participation through aisthesis (Bleakley, 1999) and embodied learning (Chatterjee et al., 2016); the combining of the working with the head (cognitive dimension), the hands (psychomotor dimension), and the heart (affective dimension); thus, it is a powerful pedagogy for facilitating critical thinking and behaviour change.\ud \ud This chapter defines OBL, and using examples from practice, illustrates how it may be used online and on campus, not only drawing upon specific collections, but also everyday objects that stimulate inquiry and active learning.

Editorial for the inaugural issue of Open Scholarship of Teaching and Learning (oSoTL) journal.

There seems to be a strong link between developing our identities and storytelling. As humans, we strive for coherence, and this coherence is found in stories (Hermans, 2001). This is an experimental paper telling a story about developing a brave, and authentic self as an educator (teacher) in Higher Education by incorporating creative pedagogies into Higher Education. This paper reflects on the challenges faced by new educators and those suffering with imposter syndrome (Wilkinson, 2018) with an aim to celebrate the imperfect self, as opposed to enacting unrealistic expectations. The purpose of this paper is not to favour creative teaching pedagogies but rather to persuade educators to bring their world vision and lived experiences to the classroom acknowledging that they are important factors that shape teacher identity. It seeks to provoke reflection and hopefully some laughter, and supports you not feeling lost in the demands of the performative frameworks within which we act, and try to create niches of freedom and agency for our Selves and our students.

This workshop will offer participants an opportunity to talk to like-minded colleagues about the various stages of SoTL and to focus on the particular stage(s) that currently occupy, trouble or interest them the most.

These two documents provide and overview of the research process and the 'does it--does it not' document provides a very brief overview of the purpose of the different items such as theories, methodology etc.

In this step we provide some guidance about how to go about developing your research question. There is a word document you can download and by answering the guiding questions get some support in developing your own research questions.

This was my invited talk at the 2012 PsyPag Workshop for Postgraduates day. Before you explore this in detail I need to provide some content warning there is a reason I was invited to give this talk as I experienced severe personal adversary during my PhD. Speakers - PsyPag Developmental Section Pre-conference Workshop For Postgraduates (google.com)

This is step two of the process. Guiding questions helping you to develop your research strategy and a framework that helps you identify which theoretical framework you might want to refer to.

These documents provide an overview of methodologies for research in social sciences (education) and also link methodologies to methods. Again there is a word document with guiding questions that aim to help you identify the most appropriate methods based on your chosen methodology.

My fieldnotes consisted of a messy conglomerate of information, so I started rewriting them. The process of rewriting turned the fieldnotes into a thick narrative of the situations—with this, step-by-step, the messiness became comprehensible and a coherent picture of the field. Throughout the process of rewriting the position of researcher emerged. The value systems and interpretations of the research comes through the use of language and the way descriptions are used. Narrative thus turned not only into an instrument of creating meaning but also as a tool of reflection.

SERA conference 24th-25th November 2011, Stirling Highland HotelOne of the presentations talking about aspects of my PhD research. In this case highlighting the complexity of disadvantage.

My colleague Lesley and I represented our learning development centre at the 10th ALDinHE conference about providing inclusive learning environments utilising demographic data to support our students.

The last steps provides some guidance about choosing research participants. Again with a downloadable word documents that holds guiding questions in it. We did no address ethics applications in our resource as these vary too much from institution to institution (or even department to department).

Presented at: ECER Conference, Gothenburg Sweden, Can Creative Learning be explored in a Performative Teaching Culture? https://eera-ecer.de/previous-ecers/ecer-2008-goeteborg/8th-12th September 2008

Presented at Bridging the Gab: University of Strathclyde Research Day, 28 June 2008:Comprehend Understanding – How Theories help to Explore the Creation of MeaningNathalie TaslerThe working title for my PhD research project is ‘Creative Learning Processes of Refugee Children and the Utilisation of Social Capital’. Due to the focus on learning processes and the utilisation of Social Capital I was interested in looking into paradigms which engage with the creation of meaning, thus the reference to Symbolic Interactionism and Social Constructivism.The Poster session shall outline how Symbolic Interactionism and Social Constructionism paradigms can help to understand epistemological processes by demonstrating how they relate to contemporary neuroscience and cognition research. Thus it shall try to explore how thinking and meaning making are working.SourcesEkstrom, S. R. (2004). The mind beyond our immediate awareness: Freudian,Jungian,and cognitive models of the unconscious. Journal of Analytical Psychology, Vol. 49.Mead (1946) Mind, Self and Society, Chicago: The University of Chicago Press.Michael R. Solomon (1983) The Role of Product as Social Stimuli: A SymbolicInteractionism Perspective. The Journal of Consumer Research, Vol. 10, No. 3.Schank (1999) Dynamic Memory Revisited. Cambridge, London & New York:Cambridge University Press.Source of Pictures in Order of Appearance(Starting from Top left to Bottom Right)www.glasbergen.com; www.image.motortrend.com; www.amphetameme.org; www.trafficsignstore.com; www.talknaruto.com; http://artfiles.art.com/images/-/Jessie-Wilcox-Smith/Red-Riding-Hood-Print; www.EncycloMedia.com; www.tatfoundation.org/retreat_centers.htm; http://www.tonyspencer.com/wp-content/uploads/scaffold.jpg; http://archiv.ub.uni-marburg.de/diss/z1998/0303/html/SPIRAL.gif; http://www.crystal-fox.com/webart/products_large/4352.jpg[Access all 9th June 2008]

Presented at: CHILDREN, YOUNG PEOPLE AND FAMILIES CONFERENCE18-19 January 2008, New Lanark

Keynote at EPSRC: DIVERSITY AND INCLUSION IN ICT meeting 5th June 2017 The overarching aim of the study is to understand how the experiences of female students in STEM subjects impact their choice to continue with their subject, particularly the traditionally male-dominated subjects. The study aims to identify: · if there are gender specific issues in the College of Science and Engineering, exploring whether mismatches between expectations and experiences exist when deciding on course continuation; · trying to understand institution or School specific issues for example, the low numbers of female students in the School of Computing Sciences progressing from year two to year three, and exploring if similar issues exist within other schools within the college.

19th June 2010, Refugee Week, Invited Talk by Association of English Speaking Cameroonians (Program attached as well) Henry invited me to present during Refugee Week to the society of English Speaking Cameroonians about aspects of my PhD research.

Our presentation was part of the symposium: Refugees and education in Scotland: worlds apart? Chair; Ian Menter Presenters: Geri Smyth. Nathalie Tasler, Margaret Allan, Rhona Hodgart, Jeremy Idle, Henry Kum, (77 symp)Paper i Refugee Pupils in Scottish Schools: Integration in a previously monocultural school Geri Smyth and Nathalie Tasler, University of StrathclydeA case study of the Schools and Social Capital network of AERS (Applied Educational research Scheme) has been investigating the experiences of refugee pupils in two Glasgow schools, using the lens of social capital to investigate the social and educational experiences of the pupils. This paper reports on the fieldwork from one of those schools: a secondary school in Glasgow with a GASSP (Glasgow Asylum Seekers' Support Project) unit within the school. The researcher spent eight days observing in classes, interviewing teachers, having conversations with pupils and being involved in an extra curricular photography club. In spite of access difficulties possibly arising from the limited social capital of the researcher in this situation (reported in another paper to SERA at this conference) a range of important issues for further discussion and exploration have arisen. This paper will focus on a discussion of the distinctions in integration between the GASSP Unit and the mainstream classes, the impact of detention of one of the pupils on other children, the creation of ethnic racial and other niches among the children and the way in which social class acts to create Bonding Social Capital across these other divides. The authors will conclude with suggestions for turning this bonding Social Capital into Bridging and linking Social Capital that could potentially enable more effective integration for the refugee pupils and at the same time enhance the intercultural understanding of all pupils.

Scottish Educational Research Association Annual Conference Perth 27th -29th November 2008.\ud Social and Professional Capital--hurdle or handle? A discussion paper.\ud \ud Paper 28.\ud \ud The case study Social Capital of Refugee Pupils was conducted as part of the Schools and Social Capital network within the Applied Education Research Scheme (AERS). The researchers investigated in one primary and one secondary school in Glasgow. Both schools have GASSP units (Glasgow Asylum Seekers' Support Project) to support refugee children. The project investigated if and how Social Capital was built and used in schools to enable effective education and integration of refugee pupils. The team adopted an Ethnographic approach to the research and used a range of methods including observations, fieldnotes, interviews and photography. Although the project’s focus was on the refugee children, the team discovered that the researcher’s own social capital played a significant role in accessing and collecting data. Entering and negotiating the field was accompanied by very different experiences for the researchers dependent on their own Social Capital. The team conducting the research included a PhD student, an established teacher educator and a well respected local teacher. The significance of the issues occurring have merited further investigation and discussion. The Social Capital of the researcher appears to act as either a hurdle or a door opener (handle) to the field. The differing Social Capital of the researchers has had an influence on the conduct of the fieldwork. The paper addresses different approaches to the field and the impact of the researcher’s Social Capital on the conduct of the research.

First draft of a simplified process of undertaking a SoTL project for context and explanation of the graphic follow here: SoTL Process Infographic – Adventures in Academic Development (acdevadventures.blog)

This paper was presented: September 2008, Ethnography in Education Conference, Oxford\ud \ud Researching Social Capital: Accessing Children’s Voice\ud \ud This paper will report on the ethnographic methodology used to investigate if and how Social Capital is built in schools to enable effective learning for refugee pupils. It will focus particularly on the need for multiple approaches to data gathering and on ways of accessing pupil voice when the children do not have English as a First Language.\ud \ud The project is one of a series of case studies undertaken by the Schools and Social Capital network of the Applied Educational Research Scheme (AERS) in Scotland. This particular investigation built on the findings of the CLASP (Creative Learning and Student Perspectives) project undertaken by Geri Smyth for the Scottish part of the European project.

No abstract available.

Ethical Issues in Research with Asylum Seeker and Refugee children.\ud \ud The background of this presentation is a research project (my PhD project) to explore creative learning processes and the impact of Social Capital on refugee children. The research is taking place in schools with a high proportion of children from asylum seeking or refugee families.\ud These children are considered as particularly vulnerable because of their situation. A part of these children might be traumatised due to the situation in their home countries. The situation within the families can be very stressful and disturbing for the children (Avan; Bakshi, 2004).\ud Therefore the presentation is going to address issues the researcher has to consider during fieldwork and interpretation. Such issues are next to child protections and confidentiality the importance of differentiating between various ethnicities and religions as well as establishing trust in the children and their families. These are going to be discussed in consideration of first impressions from the pilot study.

Presented at: Theorising and Performing Knowledge, Postgraduate Conference, November 2004, University of Glasgow

The working title for my PhD research project is ‘Creative Learning Processes of Refugee Children and the Utilisation of Social Capital’. Due to the focus on learning processes and the utilisation of Social Capital I was not only interested in looking into paradigms which engage with the creation of meaning. Thus I was looking into Symbolic Interactionism and Social Constructivism. Through my involvement with the Schools and Social Capital Network of the Applied Educational Research Scheme (AERS) the links between the approaches occurred to me. \ud Symbolic Interactionism as well as Social Constructivism rely on the focus of social environment and social interactions. In Symbolic Interactionism the interactions are taking place upon objects. They are defined as other human beings and their categories, guiding ideas (norms, values …) as well as daily life situations (Blumer, 1969). \ud Taking up this definition social networks thus relations within them, do not only belong in the category of objects. Social networks are objects in this sense, additionally to being the space where these meanings are created at. \ud Therefore it seems to be inevitable to explore interlinks of the paradigms of Symbolic Interactionism, Social Constructivism and Social Capital. \ud I set out to explore this connection because it might help me scaffolding my research in terms of data analysis and interpretation.\ud If meaning is deriving out of social interactions within the social environment and Social Capital is creating social environments as well as inheriting norms, values and regulations there might be reciprocity between the concepts.

Thought paper about the changing ELA role.