National Teaching Fellows

Disability and Higher Education: the glass box

CANTF

Laura Duncan, University of Southampton, Member of ‘In It Together’ Working Group  We are familiar with the idea of the glass ceiling, but I wonder if a glass box would be a more complete analogy to help us explore why disabled colleagues are underrepresented in leadership and the National Teaching Fellowship Scheme.  Glass ceiling  It… Continue reading Disability and Higher Education: the glass box

Graphical image of figures putting puzzle pieces together. Text reads: 'Begin with end goals in mind. What result do you want need / to achieve?', below that is the word 'Success' in big bold letters, alongside 'pitfalls, failures, challenges'. The SOAR model is summarised in another text box: 'My Self, My Opportunities, My Aspirations, My Results'. At the bottom of the image another text block reads 'Own and align personal values and professional aspirations with sustainable employability and global needs for sustainable futures'.
Sustainability

Animating the SOAR metamodel as a pedagogy and andragogy for personalised learning and holistic development

CANTF

Arti Kumar MBE; National Teaching Fellow; Emerita University of Bedfordshire; AGCAS Lifetime Achievement Award winner  I attended the ANTF Symposium in April and presented on the key enablers that hold powerful potential for SOAR to ‘Soar to success’. Over the years I have become associated with my publications and expertise in the design and delivery… Continue reading Animating the SOAR metamodel as a pedagogy and andragogy for personalised learning and holistic development

Engineering classroom at De Montfort University, students listening to a presentation
Annual NTF Symposia

Addressing the academic needs of engineering students from diverse backgrounds

CANTF

Dr Anna Strzelecka, Dr F. Farukh, Mr Thomas Skinner, De Montfort University  Students and staff in the School of Engineering and Sustainable Development at De Montfort University come from a diverse range of backgrounds and qualifications. The majority of them come from minoritised groups, i.e. Black, Asian and minority ethnic, from disadvantaged backgrounds, the first… Continue reading Addressing the academic needs of engineering students from diverse backgrounds