Staff and Educational Development Association
@seda-ed-dev.bsky.social
SEDA is the professional community for all those who support and/or lead change in higher education. www.seda.ac.uk
This week's blogpost: thesedablog.wordpress.com/2026/07/29/w...
What Makes Students Feel Good in Class? Gender and Degree Choice Matter Under the POA
Baoxia Zuo – Tianjin University of Finance and Economics Pearl River College School of Humanities, English Major As educators, we often focus on what students do in class—their tasks, output…
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A curriculum that looks coherent on paper can falter in week one. In my new IETI article, I argue that empathy and iteration are not one-off design phases - they are weekly habits any educator can build. Companion blog post now on the SEDA Blog. thesedablog.wordpress.com/2026/07/22/w...
Why Does a Curriculum That Looks Perfect on Paper Falter in the Classroom?
Ayşe Betül Akdemir, PhD, Düzce University, Türkiye A companion blog to “Design-Driven Curriculum Development: Learner-Centred Innovation via Empathy and Iteration” (Innovations in Educati…
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In this SEDA Blog, Vanessa Mar-Molinero explores how AI can support reflective practice and challenge hidden bias, while reminding us that AI should be shaped by educators, not the other way around. thesedablog.wordpress.com/2026/07/15/r...
Reflecting on What We Don’t See. Using AI to Challenge Hidden Bias in TeachingDesigning AI for reflective practice, not letting it shape us
Vanessa Mar-Molinero, University of Southampton Across HE, engagement, attendance, and participation are often treated as objective indicators of students’ commitment. Yet research and lived experi…
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Let’s be bad! Beth Picton, with Malcolm Murray and Rachelle Rawlinson, explores how bad examples in staff development can be both entertaining and educational. thesedablog.wordpress.com/2026/07/01/l...
Let’s be bad 😈
Beth Picton with Malcolm Murray and Rachelle Rawlinson, Durham University I’m tired of being good. I am fed up with being a shining example. I want to be bad! I want to unleash my …
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Blogpost ‘Small lakes, big ripples’. On small teams, big impact, and why communities of practice matter for connection, support and SoTL. #SEDA #SoTL #CoP #HigherEd thesedablog.wordpress.com/2026/06/24/s...
Small lakes, big ripples
Virna Rossi PFHEA, NTF Associate Professor PGCert Course Leader Ravensbourne University London Around half of UK higher education providers have fewer than 10,000 students. Yet, working as a…
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In this week's blog post: thesedablog.wordpress.com/2026/06/10/r...
Reflecting through a different lens: Supporting neurodiverse educators in practice
Helen Waters: University College Birmingham, University of WolverhamptonKatarina Trumm: University College Birmingham, HCPC, CSP Why Rethink Lesson Observation? In higher education, reflective pr…
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In this week's blog post: thesedablog.wordpress.com/2026/06/03/c...
Cultivating Creative Resilience in the Writing Workshop
Petra Palkovacsova, MA, PGCert Though rooted in creative writing, these ideas speak to teaching any discipline where collaboration, vulnerability, and shared meaning‑making …
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In today's blog post: thesedablog.wordpress.com/2026/05/27/n...
Neurodiversity and the Future of Digital Assessment: What Higher Education Needs to Consider
Imran Mir- Campus Head and Program Lead As digital tools and artificial intelligence become more embedded in higher education, we need to start rethinking how students learn, engage&…
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How can we design assessments that resist AI over-reliance whilst genuinely developing critical thinking? @JenniRose shares how shifting from reports to creative infographics in MBA accounting encouraged authentic engagement and intellectual development. thesedablog.wordpress.com/2026/05/20/d...
Designing AI-Resistant Assessment by Using Infographics to Develop Critical Thinking in MBA Accounting
Jenni Rose, Senior Lecturer in Accounting and Academic Lead for Employability, Alliance Manchester Business School, University of Manchester The Problem In 2024-25, my MBA accounting assignment us…
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If GenAI changes what counts as “good work”, are our staff development programmes changing fast enough to help disciplines respond? thesedablog.wordpress.com/2026/05/13/w...
Why AI staff development must be disciplinary, not just digital
Chahna Gonsalves, King’s College London Sunčica Vuković, University of Montenegro, Faculty of Economics Rushana Khusainova, University of Bristol Business School Across the sector, universities ar…
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SEDA is holding a free online event ‘Publishing with SEDA - from Blog to Book’ on 9 June. For more details, including booking information, please visit: events.humanitix.com/publishing-w...
Dr Louise Grisedale has written this week's blog post based on her recent autoethnographic article in Innovations in Education and Teaching International thesedablog.wordpress.com/2026/05/06/f... Full article: www.tandfonline.com/doi/full/10....
From Ego Bruise to Breakthrough: Rethinking Reflective Practice in SFHEA Applications
Dr Louise Grisedale, School of Health Science, University of East Anglia When I first attempted to write my Advance HE Senior Fellowship (SFHEA) application, I was, to put …
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In this week's blog post: thesedablog.wordpress.com/2026/04/29/t...
The leadership we have is not the leadership we need
Richard McInnes, Manager, Educational Design, Adelaide University (Tirkangkaku) Most leadership development offered in universities does not feel like it was designed for educational developers.&nb…
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HE is rich in frameworks, yet we overlook the sensory systems shaping attention, regulation and engagement. As hybrid learning grows, sensory‑inclusive design isn’t optional, it’s essential. thesedablog.wordpress.com/2026/04/22/a...
Are we designing for the senses?
Sarah Rhodes, Associate Professor in Educational Practice, BPP University Are we designing for the senses? After more than two decades in Higher Education and watching the landscape shift rapidly,…
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What can early years education teach us about inclusion in HE? From play-based learning to proactive design, young children show us that inclusion starts with relationships, choice, and environments that celebrate diversity—not just accommodate it. thesedablog.wordpress.com/2026/04/15/i...
Inclusive Pedagogy Reimagined: Insights from Teaching Young Children for Higher Education
Damien Fitzgerald PhD, CPsychol, SFHEA, School of Psychology and Counselling, Open University, UK What Teaching Young Children Can Teach Us About Inclusive Practice in Higher Education In hig…
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NEXT MONTH: SEDA’s Spring Conference 'Collaborative futures – sustainable, equitable and compassionate educational change' is on 21 & 22 May 2026. The programme, abstracts & registration details are available on our website: www.seda.ac.uk/seda-events/...
This week's blog post: thesedablog.wordpress.com/2026/04/08/t...
Teamwork makes the dream work: Collaborative facilitation of student focus groups
Prof Zoë Allman (PFHEA, NTF, CATE), Dr Leisa Nichols-Drew (SFHEA, NTF, CATE), and Dr Emma Johnston (SFHEA), De Montfort University This post reflects on the opportunities and challenges …
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Who leads in your institution—on paper, and in practice? Recognition isn’t “being nice”; it’s a method educational developers can design to make informal leadership visible, sustainable, and shareable. #SEDAblogs #AcademicDevelopment #HigherEd thesedablog.wordpress.com/2026/04/01/y...
You don’t need a title to lead: recognising informal leadership through educational development.
Dr Julia Hope, University of Kent (UK) As educational developers, we see a familiar pattern: the people doing the most to hold quality together are often the least recognised for it. They’re&n…
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There is a growing assumption that generative AI is primarily a student problem, but from what I am seeing, the more pressing issue is uneven staff confidence and support. thesedablog.wordpress.com/2026/03/25/t...
The real Gen-AI divide in higher education is not about students
Dr Emma Ransome, Birmingham City University The debate about generative artificial intelligence in higher education has largely focused on students. Are they using it? Are they declaring …
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In this week's blogpost: thesedablog.wordpress.com/2026/03/18/b...
Beyond Lectures: Empathy and Co-Creation the Key to Student Engagement
Dr Ahmed Elbediwy, Senior Lecturer and Course Leader BSc Biochemistry, Kingston University, London Empathy: The key to student engagement Empathy is not just a soft skill; it’s a ne…
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This week's SEDA blog: thesedablog.wordpress.com/2026/03/11/l...
Lighting the Lantern: Illuminating Purpose Through Course Structure
Dr Daniel Andrews, Monash University, Clayton, Victoria Australia We know learning isn’t meant to be easy. It is in the productive struggle that new knowledge and meaningful connections …
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Navigating the Unknown: Educational Development in a VUCA world. thesedablog.wordpress.com/2026/03/04/n...
Navigating the Unknown: Educational Development in a VUCA world
Iain Cross (Centre for Excellence in Learning and Teaching, London School of Hygiene and Tropical Medicine) We are living in a volatile, uncertain, complex and ambiguous (VUCA) world …
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SEDA’s Spring Conference 'Collaborative futures – sustainable, equitable and compassionate educational change' is on 21 & 22 May 2026. The programme, keynote, abstracts & registration details are now available on our website: www.seda.ac.uk/seda-events/...
Co-creation should not be a mere instrument to amplify ‘student voices’, but a radical approach to transform HE by empowering students. thesedablog.wordpress.com/2026/02/25/u...
Under the Veil of Co-creation: How ‘Student Voice’ Became Higher Education’s Empty New Brand
Dr Fawad Khaleel Head of Global Online Learning The Business School Edinburgh Napier University f.khaleel@napier.ac.uk Dr Patrick Harte Head of Postgraduate Studies The Business School Edinbur…
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In the age of student engagement, hearing learners’ voices is the aim for many educators. Rather than fearing silence, we consider how quiet reflection can be a useful tool in learning journeys and foster inclusivity in higher education teaching. thesedablog.wordpress.com/2026/02/18/t...
The power of silence in the classroom: Embracing quiet in the age of student engagement
Dr Nicola Chanamuto, Centre for Education and Students, University of Lincoln Dr Michael Shaw, Centre for Education and Students, University of Lincoln Silence, in the modern higher education sett…
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REMINDER: Applications are still open for our 2026 Research & Evaluation Small Grants. DEADLINE: 12 noon this Monday 23 February. seda.ac.uk/research/res... If you are a SEDA individual member, or working in an institution that holds institutional SEDA membership then you are eligible to apply.
Research and Evaluation Small Grants - Seda
Seda, Staff and Educational Development Association
seda.ac.uk
What can neurodiverse leadership teach us about staff development? In his new blog, Imran Mir SFHEA, FSET, CMgr, FRSA, shares lessons on clarity, flexibility and role modelling in HE leadership thesedablog.wordpress.com/2026/02/11/w...
What Neurodiverse Leadership Can Teach Us About Staff Development
Imran Mir – Campus Head and Programme Lead When leadership in higher education is discussed, the general focus often falls on outcomes such as retention, student sati…
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In this week's blogpost: thesedablog.wordpress.com/2026/02/04/d...
Dissertation Mapping in Public Health: A Partnership Approach Using Ketso
Natalie Quinn-WalkerBirmingham City University The Ketso tool kit is a pedagogical tool mapping strategy using a hands-on approach, useful in group discussions and strategy…
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