Pedagogy and Pancakes is a practice-sharing seminar series. The idea is that you get your breakfast, sit down, relax, and enjoy some lightning talks run by colleagues. In each talk, the speakers will share their teaching and learning experience and provide some concrete examples that you could adopt or adapt for your own practice. Based on interest and commitment we are hoping to run the series every two weeks with a range of exciting speakers.

If you would like to join the seminar series, please express your interest by filling out this form. We will then add you to the Pedagogy and Pancakes Microsoft Teams site. New seminars will be sent out to all members as a virtual meeting invite. By joining the team you will always be kept up to date with the latest talks as soon as they are announced.

The rules are simple, you must be either eating breakfast or be in the spirit of eating breakfast!

Upcoming Seminars

22nd of September at 10am

9am: Facing ‘social risks’ as ‘non-learners’: Connecting Prisoner Learner and Mature HE Student Identities
Helen Nichols (Lincoln)

This presentation will propose arguments about the shared experiences of ‘otherness’ and ‘non-learner’ identity across social institutions. Highlighting the ‘othered’ identities of prisoner learners and mature students will create a space for considering lessons for pedagogical practice from the high-security prison setting to the university.

9:20 am: Transitioning to Pastoral care in the virtual environment; lessons from pre and post pandemic
Jessica Hodgson (Lincoln)

Student pastoral support is a crucial component of academic programmes and is often delivered through face to face meetings with personal tutors or mentors. Following the response to the covid-19 pandemic, the national switch to online teaching removed the ability to provide students with support in‐person. This talk will focus on the experience of transitioning student support into the virtual environment in the context of Lincoln Medical School, and will make comparisons with the Medical School’s pre-pandemic virtual mentoring scheme. It will include some top tips for ensuring virtual or remote support remains effective and engaging.

9:40 am: Sign Language Survival Kit
Lincoln BSL

This presentation will cover some essential sign language to help you keep lectures inclusive and welcoming for students with hearing challenges.

10:10am: The doors are closed but the archive is open: helping students locate and use primary sources online
Hope Williard (Lincoln)

Learning to use primary sources is a key part of history students’ development of advanced skills in research and analysis, and work with texts produced by people who lived through the events they described frequently forms a key part of undergraduate and postgraduate dissertations. Online archives are a popular choice for student researchers, yet students are often unsure how to go about finding one.This talk will address how I help students locate and identify online archives that are appropriate for academic work and relevant to their research.

8th of October at 9am

9am: Embedded or centralised? The benefits of different levels of integration in English language and study skills support, and how they inform the ELC at Lincoln.
Malgorzata (Gosia) Drewniok (Lincoln)

In this talk I will discuss various levels of English language support integration – from centralised service, through tailored, aligned course, to a fully embedded module, drawing on my experience as an HE educator and EAP (English for Academic Purposes) practitioner. I want to focus on the benefits to give colleagues a clearer idea what sort of support would be most helpful for their students’ needs. I will then talk about how the benefits of different models inform the current direction of Lincoln English Language Centre (ELC) is taking.

9:20am: Intercultural Transition Support & the Impact on COVID 19 Lockdown
Caroline Lowish (Lincoln)

The Lincoln International Business School (LIBS) for the last 3 year, has factored in the Intercultural Transition Programme as part of the international student induction process. This will now be offered to all international students joining the University of Lincoln. The I-CTP Lead works in close collaboration with the LIBS International and Employability Team, providing a seamless transition from virtual to face to face interaction; initiated by the I-CTP’s intercultural support to employability & social opportunities for the duration of the students time at the University of Lincoln. This B-Global support framework inadvertently provided a perfect platform to further support international students during the COVID 19 lockdown, enabling a natural progression of an established community to the Global Lounge which was housed on a dedicated Blackboard site.

20th of October at 9am

9am: Poetry and pedagogy: Helping students to ‘close read’ through erasure poetry
Aimee Merrydew (Keele)

In this talk, I will discuss my use of creative writing – specifically erasure poetry – as a pedagogical tool within the physical and virtual English Literature classroom. Erasure poetry is a form of found poetry that is created by erasing words from existing objects or texts. I will focus on the benefits (and potential limitations) of erasure poetry for student learning in English Literature and non-creative writing disciplines, focusing on the development of close reading skills. In doing so, I will also provide some top tips for ensuring that erasure poetry activities are effective, fun, and engaging.

9:20am: Watering Horses: Getting Students and Industry to Interact
Carwyn Edwards (North Wales Tech)

North Wales Tech is a volunteer tech community based in North Wales that we have built over the last nearly five years. In that time we have run over 80 events, workshops and tech talks, on the way we have tried many things to try and encourage students and industry to come along and engage with each other. This talk is a collection of anecdotes and observations about what worked and what didn’t.

5th of November at 10am

10am: Student-centred teaching – revisiting Carl Rogers.
Maria Kordowicz (Lincoln)

I frame principles of student learning in higher education through the lens of humanism in this article and offer some practical approaches used in my own on and offline classroom teaching driven by humanist values. Humanistic approaches in teaching promote individual growth and learner-centredness. Within the humanistic approach, student-centred teaching moves away from a prescriptive paternalistic model towards one where the student is given the resource to become an autonomous member of society. Student-centred teaching approaches are firmly rooted in Carl Rogers’ psychotherapeutic constructs, which endorse the transformational power of recognising and nurturing the unique potential of each student. The opportunities and limitations of the application of Rogerian thought are explored.

10:20am: Blend-It: activating blended learning – How LCC transition to blended learning
Puiyin Wong (London College of Communication)

The Digital Learning team at London College of Communication (LCC) has been busy in the summer, working in collaboration with some of our Academic and support colleagues – wWe have designed a dedicated online course on Blended Learning. Our aim is simple, to help our colleagues to transition to blended learning. The online course is packed full of pedagogies, advice on best practice, practical tips and interactive exercises. Upon completion of this course, colleagues can expect to gain a comprehensive understanding of how to design the best possible blended lending environment for their students. The content has been hugely popular and feedback has been very positive. In this talk, I will give you a tour of this course and hopefully to kick start some interesting discussions on Blended Learning.

Past Seminars

Be a Speaker

Would you like to share your practice at a future seminar? Let us know by adding your details to this form