SEDA Specials is a series of relatively short monographs on up-to-the-minute topics in higher education at a price designed to facilitate wide circulation among lecturers and support staff. They bring you the distilled experience and opinions of leading practitioners in a form which is designed to facilitate easy assimilation by hard-pressed staff. SEDA Specials provide stimulus for both a greater understanding of developments in higher education as well as improving professional practice.All SEDA Specials are directed at new or relatively inexperienced lecturers - though experienced lecturers will also find many new ideas and approaches among the more familiar.
SEDA Specials are attractively printed and presented in an A4 format. SEDA Staff Induction Portfolios 1 is a folder comprising a compilation of Specials for easy distribution in handy wallets. SEDA publications are available in accessible formats.
SEDA Special 38
Student Behaviour and Positive Learning Cultures
Edited by: Gillian Janes, Diane Nutt and Paul Taylor
2016 ISBN: 978-1-902435-60-2
Student behaviour in contemporary Higher Education is a key issue in the UK and internationally. This SEDA Special explores how student behaviour that encourages positive learner and institutional outcomes can be developed through the creation of positive learning cultures. The Special balances examples of practices from diverse institutions in UK Higher Education with very practical guidance relevant to teaching staff and those who support them.
The introductory chapter summarises contextual issues and key international literature, before four case studies describe examples of effective practice and share practical guidance gained from the host institutions for the day to day management of student behaviour. These case studies describe positive cultures created through strategic use of data and learning analytics, effective student engagement and partnership. Each case study takes a proactive and preventative stance toward enabling student success through positive cultures and the encouragement of effective learner behaviour and contains a wealth of advice and experience for readers to use in their own programmes, disciplines and institutions.
SEDA Special 37
Developing Pedagogic Research in Higher Education
Edited by: Lindsey McEwen and Kristine Mason O'Connor
2014 ISBN: 978-1-902435-59-6
This SEDA publication aims to improve student learning in Higher Education through developing research-informed teaching and learning environments and practices, and in contributing to enhancing higher education institutions (HEI) research capabilities. These synergistic aims are addressed by exploring how staff capacity for pedagogic research (PedR) can be developed and supported. The publication is designed to act as both a stimulus for developing strategy and practice at a range of levels (department, faculty, cross institution), and as a resource for staff development.
The publication will be of essential reading for staff in a range of roles in HE. It is intended to inform policy makers, senior managers, educational developers, research leaders, course leaders and academic staff by engendering discussion around what constitutes good practice in the development of pedagogic research capacity at individual and institutional levels. Useful resources are also sign-posted that can support PedR development in institutions.
SEDA Special 36
Supporting Higher Education in College Settings
Edited by: John Lea
2014 ISBN: 978 1 902435 589
This SEDA Special supports teachers, managers and staff developers who are working in colleges providing higher education either directly or through partnerships with universities. It will also be valuable for university staff engaged in these partnerships. It recognises the varied provision of this growing sector and will help college staff who are beginning to provide some higher education courses, as well as those who are seeking to enhance their more established courses.
Each chapter deals with the common questions and themes which arise from considering higher education provided through colleges. These include: capturing HE-ness and nurturing an HE ethos; developing appropriate forms of research and scholarship; enhancing peer observation and reviewing HE practice; conceptualising the nature of knowledge in vocational curricula; and accessing and developing relevant continuing professional development opportunities.
Each chapter considers the context of its theme, critically discusses the relevant issues and gives practical advice on ways to enhance provision. The authors have a depth of knowledge and experience from working in this important sector of higher education, both in the UK and around the world.
SEDA Special 35
SEDA Small Grants: Celebrating the Scholarship of Educational Development
Frances Deepwell and Charles Buckley
2013 ISBN: 978 1 902435 57 2
This Special, published for SEDA’s 20th anniversary, explores the impact of the Small Grant scheme. Since its inception SEDA has made funds available each year for those in the educational development community to conduct timely and relevant projects. For the first time, this Special showcases the outcomes and impact – on practice and on careers – of a range of successful SEDA Small Grant projects. The projects featured remain timely themes in educational development, including student voice and inclusive assessment, interdisciplinary working to effect change, new lecturer orientation and capacity-building in pedagogic research. There are also reflections from successful grant winners beyond the featured topics, suggesting how engaging with SEDA and the projects enabled through the Small Grant scheme both built confidence and conferred legitimacy on educational development research. These are valuable goals, well worth celebrating in SEDA’s 20th year.
SEDA Special 34
Evidencing the Value of Educational Development
2013 ISBN: 978 1 902435 56 5
In the precarious world of educational development, where an
argument for sustainable resources always needs to be made, this Special
advances a number of local and global approaches of how such work is integral
to the future quality of higher education. In very challenging times, this
agenda is too important to ignore. This Special thus addresses a vital topic
for Educational Developers – the ‘impact’ agenda. Editor Roni Bamber advances a
strong argument that goes to the heart of much educational development work,
that of using evidence as a tool of persuasion to encourage colleagues to think
differently about how current imperatives in higher education might effectively
Rather than impact, Bamber argues – with admiral support from a range of distinguished contributors – Educational Developers should instead aim to evidence value. In this publication, a variety of perspectives are provided to assist others in this important persuasive task. If, as this publication suggests, ‘impact’ is the wrong target, the educative potential of the UK and international accounts included here are helpful tools that Educational Developers can use to influence others – especially senior colleagues – as to the nature and value of development work. Contributors provide examples from practice that enable us to reflect on and argue for the value of what educational development activity can do.
SEDA Special 33
Supporting Educational Change
2013 ISBN: 978 1 902435 55 8
This SEDA Special draws together the ways in which academic and educational developers support change in their institutions and nationally. It reflects the history of educational change and the role of SEDA’s members and others in supporting (and leading) educational change over the last 20 years. It is an important text for all innovative teachers, managers, researchers, learner support staff and others engaged in the improvement of student learning as it draws on a number of emerging ideas and literatures. With strong theoretical chapters and fascinating international case studies, readers will find much to engage with to develop their own practice of working with change.
SEDA Special 32
Developing Community Engagement
Kristine Mason O'Connor and Lindsey McEwen
2012 ISBN: 978 1 902435 54 1
students now expect to do some of their coursework “in the community” –
projects, consultancies, reports, advice, research and a host of other forms of
community engagement. Students know they need these sorts of experiences, to
build up their skills and strengthen their employability. Universities know
they need these sorts of links, to support their commitment to community
involvement. Academics know that well-designed community learning can transform
students in so many ways.
This SEDA Special addresses these ideas head on by having as its core aims the improvement of the student learning experience within the community and the enhancement of HEIs’ connection with, and overall value to, society. Drawing on a variety of evidence bases - including five practical case studies of university community engagement - the Special explores how we can develop staff capacity for enabling accredited community-based learning, and support, recognise and reward this range of work. The Special is intended to inform policy makers, senior managers, educational developers, quality assurance personnel, course leaders and academic staff, by stimulating debate and discussion around what constitutes ‘good practice’ in this important but hitherto neglected area.
SEDA Special 31
Putting the 'S' into ED - Education for Sustainable Development in Educational Development
Edited by: Debby Cotton, Stephen Sterling, Vivian Neal and Jennie Winter
2012 ISBN: 978 1 902435 53 4
How and why might we embed sustainability in the curriculum, campus and culture of HE institutions? This is a key current issue, both in the UK and internationally. This SEDA Special is targeted at the educational development community, sustainability co-ordinators or others seeking whole-institution change around sustainability. The wide range of thirteen UK and international authors provide unique perspectives on issues as diverse as formal and informal learning through the campus and curriculum, sustainability pedagogies, sustainability and employability and the development of communities of practice. This Special is practical and accessible to the non-expert, providing clear advice and guidance built on contributors’ successes and failures in this fascinating and important area of rapidly-developing practice. The foreword has been written by Brian Chalkley, Emeritus Professor at Plymouth University.
SEDA Special 30
Developing Reflective Practice with Early Career Academics
Edited by Louisa Sheward and Marian Renshaw
2011 ISBN: 978 1 902435 52 7
This Special takes a novel turn, as it is one of a small number of
publications on developing reflective practice that features the voices of
early-career academics. Actual accounts of critical incidents, their analysis
and potential resolutions, form the core of the Special. From these accounts,
the main concerns of new lecturers, as they begin teaching in higher education,
The PGCert programme from which these critical incident analyses are taken, uses a variety of methods to discuss and encourage reflection on issues that arise in practice. This approach is explained in Part 1, which gives a critical overview of the development and support of reflective practice, and considers the complex concerns around supporting and assessing critical incident analyses, especially ethical and professional issues. How reflective practice is modelled and supported in a PGCert programme is detailed. This summary is followed, in Part 2, by 13 critical incident analyses from a range of disciplines, volunteered by early-career academics. Concerns range from issues of student engagement and the pitfalls of technology, to learning to manage disruptive behaviour. It is hoped that these critical incidents will be useful to others as a source of discussion in those PGCert programmes that aim to develop reflective thinking, writing and practice.
SEDA Special 29
Learner Engagement: A Guide to Negotiated Work-Based Learning
2011 ISBN: 978-1-902435-51-0
Recently, government directives have highlighted once again graduate
employability as a key priority for business and emphasised the importance of opportunities
for students to enhance their work-related skills. Work-based learning has been
developing in UK higher education since the early 1990s. Many university
programmes already use workplace problems as a learning resource, involving
students in typical work-based practices such as action learning projects and
individually negotiated learning agreements or contracts. Additionally, the
blurring of the boundaries between learning gained in the HEIs and elsewhere
has gained a foothold over the years in the practice of assessing prior
experiential learning and in accrediting in-company training schemes.
This SEDA Special examines a range of issues surrounding work-based learning. In particular, it looks at contemporary notions such as ‘employer engagement’ and ‘employer responsive provision’ and re-evaluates them in the light of a pedagogically-based perspective which is driven by learner-managed learning, with the outcomes of that learning negotiated between the learner, the employer and the academy. The Special also re-examines the on-going debate about the nature and creation of ‘legitimate knowledge’ and provides an overview of some practical aspects of the delivery of negotiated work-based learning and its assessment.
SEDA Special 28
Working with Cultural Diversity in Higher Education
Edited by Monika Foster
2011 ISBN: 978-1-902435-50-3
This Special includes an introduction
from Monika Foster and overviews from Yvonne Turner and Jude Carroll. Its 16
chapters are in four parts: Supporting induction and transition to UK higher
education; Teaching on cultural diverse programmes; Enhancing the experience of
Chinese students and Enhancing the experience of Indian students.
Is this Special for me?
Aimed at colleagues engaged in work with international students in the UK HE context in subject studies, staff working in graduate school skills support, staff working with postgraduate students, staff working on collaborative programmes overseas and in the UK, colleagues working in educational development to support tutors on culturally diverse courses and programme developers and management, this Special deals with the current ‘hot’ topic of UK HE. This Special builds on Special 23 by taking a wider view of culturally diverse education and the opportunities it offers. It does so by providing unique insights and advice on teaching and supporting international students and looking into ways of making the multicultural environment work for all and so promises to be relevant to a wider educational audience.
SEDA Special 27
Creating a Profession - Building Careers in Educational Development
Edited By Stuart Boon, Bob Matthew and Louisa Sheward
2010 ISBN: 978 1 902435 49 7
Special explores the career development of educational developers at a time
when educational development units and developers themselves are seen as being
increasingly important in informing and supporting the quality enhancement
agenda within higher education. Through a series of personal reflective
accounts, this volume examines the career paths taken by a number of
educational developers at various stages in their careers and includes the
profiles of professionals from the UK,
Ireland, Australia and North America.
By providing a rich and detailed snapshot of the state of educational
development in HE today, this publication sets out to inform the sector,
institutions and individuals alike, and by providing some answers – while posing
even more questions –
the editors hope to open a dialogue concerning the future professional
development and support of educational developers within HE.
SEDA Special 26
Students Supporting Students
Edited by Jacqueline Potter and Daphne Hampton
2009 ISBN: 978-1-902455-48-0
Ten years ago the practice of structured approaches to enable students to support their fellow students was only just beginning to emerge within the context of UK higher education. Since then many universities have introduced peer learning and student-to-student mentoring schemes. This volume presents five contemporary case studies which showcase different approaches to students supporting students and which emphasise the importance of peer learning schemes, demonstrating the breadth and richness of positive impacts such schemes can have. Examples are included of peer learning across and within disciplines, within and outside the taught curriculum and within on- and off-campus settings. Each example encompasses the deliberative, critical examination and evaluation of each scheme in relation to its purpose or purposes, and the strength of evidence – with particular emphasis on the student voice – from which summary implications are drawn by the authors. The case studies are positioned within the wider context of contemporary issues which educational developers set at the heart of their work and practice – student retention, student engagement and student success. This volume offers readers the opportunity to reflect on the ideas presented here and to adopt or adapt them to the diverse contexts of their own institutional needs and priorities.
SEDA Special 25
Personal Tutoring in Higher Education - Where Now and Where Next?
2009 ISBN: 978 1 902435 46 6
British higher education has always had a reputation for good personal tutoring but, as Mike Laycock writes: “… the personal tutor system has been under strain for some time.” In this extensive literature survey he extracts the core issues, such as which model a university might be using, who is doing the tutoring, what sort of tutorial relationships are they forming, what might be the benefits and the costs, and how any system might be supported.
He analyses the various models which are being deployed and offers many case studies which show recent and interesting developments. In particular, he explores the relationship between personal tutoring and widening participation, retention, the first year experience, on-line and distance learning and Personal Development Planning. He also explores the business case for investment in this area, and the staff development implications of the models in use.
The special is also intensely practical, as Mike Laycock summarises his survey with a full set of recommendations for future action. The bibliography comprises nearly 200 items, giving the full background to this vitally important subject.
SEDA Special 24
Supporting Academic Writing Among Students and Academics
Edited by Sarah Moore
2008 ISBN: 978 1 902435 44 2
For the latest SEDA Special, a team of experts from across the sector contribute to addressing the critical subject of writing effectively in academia, producing information for the benefit of a wide range of education professionals including lecturers, developers and support providers. The challenges of learning how to write, when to write and how to improve both the standard of writing and the ease with which writing can be accomplished are explored from the points of view of both students and staff. This Special includes a series of exercises designed to provoke thought, assist planning and provide templates for creating writing programmes or informal courses at all levels of higher and further education.
SEDA Special 23
Enhancing the Experience of Chinese Students in UK Higher Education - Lessons from a Collaborative Project
Edited by Monika Foster
2008 ISBN: 978 1 902435 42 8
This SEDA Special takes an international theme, addressing the experiences of Chinese students studying higher education courses both in the UK and on collaborative programmes with British universities in China. Using the results of an innovative and impressive two-year project involving colleagues and students in China and in the UK, as well as current research, contributors explore methods aimed at helping Chinese students to cope with, and excel at, their studies in the UK.
In Part One British and Chinese contributors discuss the cultural impacts and implications for students and teachers, including advice on how both parties can adapt to each other.
In Part Two, Chinese academics discuss the principal challenges Chinese students face when interacting and learning in English and adapting to a new learning environment.
SEDA Special 22
Len Hand and Colin Bryson
2008 ISBN: 978 1 902435 40 4
What is meant by the term engagement? What is the importance of engagement for students and teachers in higher education? And, perhaps most importantly, what causes students to engage or not to engage with their university education? This publication seeks to answer these questions and looks at the role student transition, student support and assessment can play in enhancing engagement. It will be useful for anyone faced with the challenge of improving levels of student engagement in their institution.
SEDA Special 21
SEDA PDF - A Tool for Supporting and Structuring Continuing Professional Development Frameworks
2007 ISBN: 978 1 902435 38 1
This SEDA Special explores how the SEDA Professional Development Framework (SEDA PDF) can be used to award, structure and inform the CPD frameworks that may arise within organisations as a result of the current drive to professionalise and assure HE professional development. It provides a means of mapping SEDA PDF awards onto the UK Professional Standards Framework descriptors and uses a series of case studies to show how awards have been used by institutions, as well as how SEDA PDF has been applied to institution-wide CPD Frameworks. Whatever your role and context, this publication provides an invaluable tool for comparison and development. It ensures you are able to inform your work with a stronger understanding of the options and approaches available nationally through SEDA with respect to CPD.
SEDA Special 20
Leading Educational Change
Edited by Bland Tomkinson
2007 ISBN: 978 1 902435 37 4
This SEDA Special presents a series of essays, by authors with experience as Heads of Educational Development units, looking at some of the strategic issues in running educational development units. In addition to chapters on what leadership means in this context and a background of educational development in the UK, there is discussion of the links between educational development and strategy and also with the scholarship of teaching and learning.
SEDA Special 19
Enhancing University Teaching Through the Effective Use of Questionning
Mike Watts and Helen Pedrosa
2006 ISBN: 1 902435 35 4
In this new SEDA Special, authors and experts address a fundamental facet of education, the role of questioning. The three sections of the paper contain articles which discuss and explore how teachers and learners can structure, improve and deepen their learning experience by asking the right questions, and how classroom questioning can be used and enhanced.
SEDA Special 18
Employability: a rationale and examples of practice
Edited by Mantz York, Ruth Pilkington and Kristine Mason O'Connor
2005 ISBN: 1 902435 30 3
This publication arose from a joint SEDA-ESECT event attended by representatives from over thirty HEIs. It is a must for all HEI institutional strategic planners, curriculum designers, academic staff, educational developers and careers advisers who are committed to promoting the employability of their graduates.
SEDA Special 17
Developing and Assessing Students' Oral Skills
2004 ISBN: 1 902435 29 X
This SEDA Special looks at the development and assessment of oral skills in Higher Education, focusing on the shy fresher through to the PhD candidate. The collection is a mixture of short, sharp pieces exploring various practices and successful strategies, which colleagues might like to alter and develop for their own context, and longer more reflective research and/or evidence-based essays that consider strategies in practice over time.
It considers a variety of learning and teaching practices and strategies related to underpinning learning and teaching theories. It also provides some opportunity to speculate on what skills are to be learnt and how we might ensure that there are explicit criteria for their assessment, appropriately managed and observed by a variety of colleagues. It is intended to be useful for colleagues in a variety of subject areas and different roles in Higher Education, whether lecturers or learning and teaching advisers, staff developers or learning support colleagues.
SEDA Special 15
Employability: learning through partnership with employers
2004 ISBN: 1 902435 27 3
Income generation, work-related learning, PDP, employability, learning organisations. Can all these concepts be linked? They can be and are as this resource for staff developers shows. The publication is a result of experience drawn from working on a number of projects. It shows how working with employers can create opportunities, which can support learning for individuals, organisations and academic communities, for example.We all recognise that work placements can provide a wealth of learning for students, but they can also be exploited to create valuable learning opportunities for staff, employers and departments. The publication suggests how this might be managed and supported by staff developers, managers and organisations using examples from practice. Work placements form only one aspect of a whole range of work-related learning activity that forms part of a progression of experience which can be focused under the terms PDP and employability. The paper suggests a series of models and tools to support discussion and the embedding of these concepts. Often the responsibility for supporting new initiatives such as those around placements, employability, and collaboration with employers is left with isolated individuals in the field. The text explores how this might be brought into the systems and processes of the organisation in order to secure valuable knowledge and experience for the organisation. It offers case studies and ideas for how staff developers might support this.
Aimed primarily at staff and education developers, but also of value to academic departments and managers, this text is a resource offering ideas, models and tools for exploring and embedding some of the most keenly debated issues around how we can bring employers into higher education and make employability a living part of academic activity.
SEDA Special 13
Practical Ideas for Enhancing Lectures
2003 ISBN: 1 902435 23 0
This Special deals with a crucial issue for all HE and FE lecturers - how to improve the quality of lectures - and outlines a range of practical ideas and strategies around eight key headings.
SEDA Special 5
Developing Your Teaching Through Reflective Practice
1997 ISBN: 0 946815 74 7
Looks at the nature of professional development; professional development and reflective practice; continuing professional development; plus ways of developing teaching practice, including collecting student feedback, observation of teaching, action learning, researching teaching etc.
SEDA Special 3
Getting to Grips with Assessment
Sally Brown and Brenda Smith
1997 ISBN: 0 946815 59 3
Includes assessment by principle; assessment issues; assessment methods; choosing appropriate methods; streamlining assessment; plus difficult questions students may ask and an 'assessment manifesto'.
SEDA Special 2
Teaching and Learning in Small Groups
1997 ISBN: 0 946815 64 X
A very useful introduction, which is also partly in a workbook format. It covers principles and guidelines; when and why to use groups; types of groups; focusing groups; group skills; group activities; the role of the tutor; what can go wrong; assessing group work.