Teaching Recognition & Reward (TR&R)

Co-led by Claudie Fox (Psychology) and Martyn Parker (Statistics). It informs institutional deliberation on:

• Parity of research and teaching
• Teaching career development
• Recognition and reward of teaching activity

Pedagogic Research in HE

Led by John Kirkman (ADC) and Richard Smith (Applied Linguistics), this open group involves:

• Asking questions about our teaching
• Opportunities to engage in research as well as with research
• Professional Development through inquiry
• Peer Collaboration to build pedagogic leadership capacity

Trans & Queer Pedagogies

Co-led by Sam Parr (SU) and Luke Hodson (Psychology), this Open Learning Circle looks at gender inclusive teaching and queer pedagogy in particular. The group will:

• Research and discuss existing literature
• Share teaching and learning practices
• Explore the trans student learning experience

Peer Dialogue Staff NetworkLink opens in a new window

Co-led by Jane Bryan (Law) and Catherine Bennett (WMS), this Learning Circle has now progressed to a Staff Network which will:

• Evaluate current systems and perceived effectiveness
• Explore peer review processes at other institutions
• Enhance the Warwick peer observation system

Internationalisation

Co-led by Ross Forman (English) and Freeha Azmat (WMG). Internationalisation is one of three aspects of learning beyond boundaries where Warwick excels. This open group explores:

• Student mobility
• Exchange of ideas, practices and experience across the discipline
• Internationalisation in the curriculum

Interdisciplinarity

Led by Catherine Hale (WMS) and Naomi Waltham-Smith (CIM), the Interdisciplinarity Learning Circle is an open group and aims to:

• Share best practice
• Discuss Key Themes, such as the benefits of and barriers to interdisciplinarity teaching and learning
• Inform and steer the strategic development of interdisciplinarity at Warwick

Inclusive Policy and Practice for Disabled Students

Led by Dr Jagjeet Jutley-Nelson (Psychology) and Dr Elena Riva (IATL), this open Learning Circle aims to:

• Create a co-produced code of practice for inclusive practice for disabled students
• Work in partnership to create this code of practice with key stakeholder
• Be open to all staff members to ensure that we draw upon the right expertise

Learning Analytics

Led by Russell Boyatt (ITS). This Learning Circle is currently on hold. Learning analytics may impact on student experience. This circle has so far looked at:

• The promise and perils of gathering, analysing and using student data
• Issues of privacy, consent, ethics and responsibilities
• Opportunities for analysis and intervention

Wellbeing Pedagogies

Led by Elena Riva (IATL) and Martin Mik (ADC), the Circle will be space for:

• Sharing practice
• Thinking at how we can design a whole educational experience that supports positive student and staff wellbeing
• Exploring the existing literature
• Engaging with the different stakeholders across Warwick University

Anti-Racist Pedagogy and Process in HE

Co-led by Olanrewaju Sorinola (WMS) and Poonam Pedley (Education Directors Office), the aim of this Learning Circle is to:

• Inform institutional deliberations on issues of BAME student experience and attainment, as it relates to teaching and learning

Authentic Learning

This is an open group, with all staff welcome to engage with problem- or case-based learning. The group will:

• Act as a forum for new ideas and initiatives
• Provide opportunities for interdisciplinary projects
• Work with external stakeholders to explore their potential contribution

Designing and Assessing Group Work

Co-led by Tom Greenaway (Student Opportunity) and Amy Stickels (WFS), this group exists to:

• Reflect on student and staff experiences of assessed group work
• Investigate possible success factors in the design of truly collaborative group work tasks
• Explore existing research and scholarship on group work from both within and beyond Warwick
• Enhance institutional understanding of effective approaches to assessing group tasks

Education for Sustainable Development

Led by Dr Lory Barile (Economics), this Learning Circle aims to:

• Explore existing practices
• Create new approaches to sustainability
• Engage with stakeholders within and outside the University to explore ways in which sustainability can be promoted at Warwick

Lecture Capture

Led by Chih-Hsiang Lo (SU), Tom Ritchie (Chemistry), and Jessica Humphreys (ADC), this Learning Circle aims to:

• Collate student feedback on Lecture Capture
• Define Lecture Capture and its future use
• Benchmark against other universities regarding Lecture Capture policy
• Provide recommendations on the use of Lecture Capture

Co-creation

The aim of this Learning Circle is to:

• Embed co-creation into everyday education practice at Warwick

• Co-creation can be between staff and students, but also between academic staff and professional services colleagues

Restorative Justice in HE

Co-led by Imogen Davies (WMS), Jane Bryan (Law) and Amanda Wilson (Law), this Learning Circle aims to:

• Explore how Restorative Justice works in other institutions (within and outside of HE)
• Explore the literature on Restorative Justice and develop an evidence base relevant to Warwick
• Engage with stakeholders from across the university and explore ways in which Restorative Justice processes might be used at Warwick

Peer Mentoring

Co-led by David Bather Woods (Philosophy) and Julie Taylor (CTE), this Circle seeks to support the development of student peer mentoring at Warwick. The initial aims are:

• To establish existing practice
• To investigate examples of best practice across the sector
• To support initiatives across the University to develop student peer mentoring and peer assisted learning
• To examine potential future policy

Neurodiversity and the Student Experience

Led by Jagjeet Jutley-Neilson (Psychology), this WIHEA Learning Circle aims to bring together academics that are interested in exploring the learning experience of students who identify as having Specific Learning Differences/Neurodivergent. Neurodiversity or Specific learning differences is a term that is commonly used to describe people with Autism Spectrum Disorder (ASD) including Asperger’s, Dyslexia, Dyscalculia, Dyspraxia, Attention Deficit (Hyperactivity) Disorder (AD(H)D); co-occurrence amongst these is also common.

Pedagogies of Public and Community EngagementLink opens in a new window

Led by Mark Hinton (Lifelong Learning), this group runs in conjunction with WIE and it explores Public Engagement within:

• Current modules
• Teaching
• Assessments

Inclusive Assessment

Co-led by Sam Grierson (WFS) and Kerry Dobbins (ADC), this Open Learning Circle aims to:

• Gain critical evaluation of current practices from both staff and students
• Evaluate the stability of the assessment designs and help enhance our practices
• Share best practices and enable co-creation of diverse and inclusive assessment practices

Learning Circle Sub-group: Artificial Intelligence in Education

Enhancing the VLE

Co-led by Richard Clay (WMS) and Jim Judges (Academic Technology), this Learning Circle aims to:

• Capture staff and student experience and feedback to evaluate the usability of the VLE and to identify areas for improvement
• Share best practice and solutions to problems and act as a forum for new initiatives
• Make recommendations to help inform and steer the development of the VLE at Warwick

Artificial Intelligence in Education

This subgroup of the Diverse Assessment Learning Circle is co-led by Leda Mirbahai (WMS) and Isabel Fischer (WBS), and works in five groups:

• General AI in Education (AIEd) Opportunities and information sharing
• Novel and Diverse Assessment Designs
• Feedback, Marking, Authorship Detection
• Designing Teaching Content - ‘what is out there being developed?’
• 'Red Team': AI Ethics and Academic Integrity

Developing Academic Literacies

Co-led by Alexander Smith (Sociology) and Susie Cowley-Haselden (Warwick Foundation Studies), this open group aims to:

• Critically evaluate and support students in developing their academic literacies
• Identify barriers to success in academia through a critical examination of academic writing requirements
• Establish pedagogical practices and research developed through a reimagining of academic writing
• Steer the direction of academic literacies support at Warwick

Review of Self-Certification Policy & Procedures

Co-led by Andrew Clark (Chemistry) and Leda Mirbahai (WMS), this open group aims to:

• Capture department specific experiences of the self-certification policy and their rationale for their embedded policy
• Capture the experience of different departments and their students’ use of the self certification policy
• Share examples of good local practices of the self-certification policy
• Create a guide to enable department to consider their assessment strategy and make informed decisions on how to best to adopt, where possible, the self-certification policy.

This Learning Circle is currently not taking on new members.