Annual Scottish Educational Research Association (SERA) conference 2024

Are you attending the Annual SERA conference 2024 (27-29 November), organised in the Dalhousie Building at the University of Dundee (Scotland)? Here are some interesting workshops organised by some of our BPS Social Psychology Section members: 

Workshop : 'Self-reflecting on decolonising one own's learning and teaching: Could a self-assessment tool work?'

Location: Dalhousie Building, University of Dundee, 27/11/24, 2-3pm

Main organiser & co-organisers: 

Dr Leyla De Amicis (University of Glasgow), [email protected] 

Dr Michelle Vincent & Dr Colette Mair (University of Glasgow)

Mr Dustin Husseini (University of Strathclyde & University of Glasgow)

Keywords: Self-assessment, decolonising curriculum, learning & teaching in HE, academic professional development 

Abstract: Decolonising curriculum and pedagogy has been a key priority for higher education, resulting in different approaches across disciplines and educational contexts (Shahjahan et al, 2022). Despite several experiences around the globe, what has also emerged is a resistance from some academics to change their learning and teaching for being more 'decolonised'.

This might coincide with 'dominionisation', such as 'the entrenched ownership of expertise that maintains westernised academic privilege over decolonisation efforts' (Kennedy, McGowan, & El-Hussein, 2023). Other academics might be prone to change but also feel very insecure if their efforts are appropriate or good enough. 

To support academics to be more open and confident about decolonising curricula, we propose a workshop in which we will present some potential self-assessment tools to decolonising learning and teaching. After introducing these instruments to the audience, we will discuss these in small groups and then in a general discussion, to highlight facilitators and barriers which can help to develop and adopt a self-assessment tool for decolonising one own's learning and teaching. 

Given the importance of decolonising academia for vulnerable populations and the academic environment, we hope to inform and be informed of how this process can be considered as one's academic professional development rather than a threat to their own expertise and social identities.

Workshop: 'Coming together for teaching and learning about sustainability in higher education'

Location: Dalhousie Building, University of Dundee, 29/11/24, 9.30-10.30am

Main organiser & co-organisers: 

Dr Leyla De Amicis (University of Glasgow), [email protected]

Dr Luca Savorelli (University of St Andrews)

Dr Laura Fogg-Rogers  (University of West of England) 

Dr Inge Sorensen & Professor Wim Vanderbauwhede (University of Glasgow)

Keywords: Sustainability, climate change action, learning & teaching in HE, students and academics 

Abstract: The UK higher education sector is committed to the UN's 17 sustainable development goals. However, sustainability is a broad concept, and climate change action can be implemented in several ways across disciplines in academics' teaching and learning. As a 'wicked problem', sustainability can be enhanced and better embedded in university staff and student professional and personal lives, considering an interdisciplinary approach. 

Different steps might have been taken from different UK universities, mapping sustainability in their courses of various subjects, focusing on content and strategies of teaching and learning. However, a framework or map of sustainability in teaching and learning in HE might be still 'work in progress'. 

This workshop aims to bring together the expertise and knowledge of university staff and students from different universities to learn more about how they have included or wish to include sustainability in their learning and teaching of different disciplines. Systematic strategies for mapping sustainability across different schools/departments will be also shared and discussed. 

The workshop will consist of staff and students sharing their experiences of sustainable teaching and learning in major areas of knowledge (arts and humanities, social sciences, life sciences and science and engineering). Small groups discussions will follow, to reflect on how changes to include sustainability in different subjects can be implemented more consistently. A general discussion will highlight the future directions of interdisciplinary work on teaching and learning about sustainability in HE.