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Dr Christopher Wiley publishes article on higher education teaching qualifications in SEDA’s Educational Developments magazine

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seda logoDr Christopher Wiley has published an article in the December 2018 issue (Issue 19.4) of Educational Developments, The Magazine of the Staff and Educational Development Association (SEDA).

Dr Wiley’s article provides a ten-year retrospective reflection on his study for the degree of MA in Academic Practice at City University London, from which he graduated in 2015, as well as discussing the benefits of higher education teaching qualifications more widely.

The essay, ‘In defence of higher education teaching qualifications: Reflections on studying for the degree of MA in Academic Practice, ten years on’, is a longer version of a case study that Dr Wiley has developed for the forthcoming second edition of Kahn and Walsh’s (now Kahn and Anderson’s) Developing Your Teaching, part of Routledge’s Key Guides for Effective Teaching in Higher Education series.

The full contents page of this issue of Educational Developments may be viewed here: https://www.seda.ac.uk/past-issues/19.4

Bibliographic citation

‘In defence of higher education teaching qualifications: Reflections on studying for the degree of MA in Academic Practice, ten years on’, Educational Developments, Issue 19.4 (December 2018), pp.16–17. ISSN 1469-3267

Dr Christopher Wiley addresses Turning Technologies User Conference in Spain

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Dr Christopher Wiley at the Universitat Autònoma de BarcelonaDr Christopher Wiley has spoken at the Turning Technologies User Conference 2018, held at the Universitat Autònoma de Barcelona, Spain on Wednesday 7 November 2018.

Drawing on the uses of electronic voting systems in his university teaching in music across several years, Dr Wiley’s presentation ‘Using Electronic Voting Systems Creatively in the Arts and Humanities’ was given to an audience of some 25 international academics and learning technologists.

A Distinguished Educator with Turning Technologies since 2012, Dr Wiley has previously addressed User Conferences in the UK, Ireland, Germany, and Denmark.

The full programme for the conference may be viewed here: https://s3.amazonaws.com/imgsrv.turningtechnologies.com/marketing/intl_images/TTUC+Barcelona+-+Agenda.pdf

Dr Wiley also discussed his talk in a post on Turning Technologies’s website: https://www.turningtechnologies.eu/2018/10/11/vote-for-the-arts-and-humanities/

Dr Christopher Wiley delivers paper at women’s suffrage conference at Royal Holloway, University of London

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largelondonrgbDr Christopher Wiley has addressed the ‘Education, College Women, and Suffrage: International Perspectives’ conference held at his alma mater, Royal Holloway, University of London, on 13–14 June 2018.

Dr Wiley’s paper, ‘Gender Studies and Multi-Disciplinary Teaching: A Case Study of Ethel Smyth, Music, and the Suffragette Movement’, discussed the challenges presented by the delivery of tuition in gender studies within higher education contexts given the necessarily interdisciplinary nature of the field.

Presenting to an audience that itself encompassed a wide variety of different arts disciplines and educational backgrounds, Dr Wiley illustrated his arguments by drawing on his current research on the relationship between Ethel Smyth, her suffrage activity, and her opera The Boatswain’s Mate.

Organized by The Bedford Centre for the History of Women and Gender at Royal Holloway in conjunction with the Centre for the History of Women’s Education at the University of Winchester, the two-day conference attracted some 60 delegates.

Further information is available at the conference website: https://educationcollegewomenandsuffrage.wordpress.com/

The full programme may be viewed online here: https://educationcollegewomenandsuffrage.wordpress.com/programme/

Dr Christopher Wiley presents paper at Popular Music Education Symposium at Western University, Ontario, Canada

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Dr Christopher Wiley addressed the inaugural ‘Progressive Methods in Popular Music Education’ Symposium at Western University, London, Ontario, Canada, on Friday 8 June 2018, presenting remotely via video-conference link from his office at the University of Surrey.

Dr Wiley’s paper, ‘From Research-led Teaching to Teaching-led Research: Keeping Curricula Contemporary in Higher Education Popular Music’, discussed the relationship between teaching and research in twenty-first-century UK higher education, with specific reference to his delivery of an undergraduate module on Adele’s 25 album.

A previous version of his presentation had been given at an international conference at the Institute of Musical Research, London (UK) in April 2018, focussing on the use of autoethnography as the principal methodology for the study rather than (as at this conference) on the pedagogy of popular music education and the curriculum design itself.

The two-day Symposium was hosted by the Don Wright Faculty of Music, concurrently with MayDay Group Colloquium 30. Together, the two events attracted a diverse line-up of presenters as well as over 100 registered delegates.

Further information about the ‘Progressive Methods in Popular Music Education’ Symposium is available online: http://www.music.uwo.ca/outreach/symposium-on-progressive-methods.html

The conference programme may be downloaded here: http://www.music.uwo.ca/outreach/images-pdf/mayday-progressive-methods-conference-program-2018.pdf

And presenter abstracts and biographies are available here: http://www.music.uwo.ca/outreach/images-pdf/PM-Abstracts-Fri.pdf

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Dr Christopher Wiley organizes and presents paper at major international conference at the Institute of Musical Research, London

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Institute of Musical Research - Court Room

Dr Christopher Wiley has organized the two-day international conference, ‘Beyond “Mesearch”: Autoethnography, Self-Reflexivity, and Personal Experience as Academic Research in Music Studies’, held at the Institute of Musical Research, University of London, on 16-17 April 2018.

The conference, which was supported by the Institute of Musical Research as well as the University of Surrey, drew strong interest from a large international delegation of around 80 participants from across the UK, Europe, North America, and Australia.

It featured three keynote addresses and 20 papers arranged in a series of parallel sessions, together with an innovative group discussion session (which may form a model to be adopted more widely at future conferences in music studies) in which delegates separated into smaller breakout groups led by a senior academic before reporting back to the conference.

Dr Wiley also chaired a number of sessions and facilitated discussions on a range of topics, as well as delivering his paper ‘From Research-led Teaching to Teaching-led Research: An autoethnographic enquiry into keeping curricula contemporary in higher education popular music’, elements of which have previously been presented at academic forums in both music and education studies.

This event followed the success of the multi-disciplinary conference recently co-organized by Dr Wiley, Writing About Contemporary Artists: Challenges, Practices, and Complexities’, held at the University of Surrey from 20-22 October 2017.

Dr Wiley previously co-organized a two-day international conference, ‘Musical Biography: National Ideology, Narrative Technique, and the Nature of Myth’, at the Institute of Musical Research in April 2015.

Further information about the ‘Beyond “Mesearch”’ conference may be found at the website: https://www.surrey.ac.uk/department-music-media/research/autoethnography-and-self-reflexivity-music-studies

The full programme, including abstracts, is available here: https://christopherwiley.files.wordpress.com/2018/04/imr-beyond-mesearch-conference-programme-16-17-april-2018.pdf

 

Dr Christopher Wiley leads session at University of Surrey Teaching Symposium

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Dr Christopher Wiley at Surrey ExciTeS 2018Dr Christopher Wiley delivered a presentation and facilitated the ensuing discussion at the University of Surreys fifth annual Surrey ExciTeS (Excellence in Teaching Symposium) on Wednesday 3 January 2018.

His session, ‘From Research-led Teaching to Teaching-led Research: Keeping curricula contemporary’, explored the relationship between teaching and research and its implications for maintaining up-to-the-minute taught university curricula, for which substantial original research may necessarily be undertaken by the lecturer for the express purposes of teaching (as distinct from research previously conducted with a view to publication and used within the classroom only as a secondary endeavour).

To illustrate his arguments, Dr Wiley outlined aspects of the design of his first-year undergraduate module on Adele’s 25 album, previously discussed in a roundtable panel he convened for the Study Day on ‘Teaching and Creativity in Popular Music’ held at the University of Surrey on 10 June 2017.

Dr Wiley concluded his session by contending that the dichotomy often posited in the academic profession between teaching and research, typically viewed as two distinct (if not mutually exclusive) activities, is unhelpful for its omitting to take account of the extent of the middleground between them. He further suggested that just as teaching may be research-led, (pedagogic) research may itself correspondingly be led by teaching.

Dr Wiley has participated in all four previous Surrey ExciTeS events, delivering sessions in 201720162015, and 2014.

Dr Christopher Wiley becomes a Principal Fellow of the Higher Education Academy (PFHEA)

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PFHEA Certificate - Dr Christopher WileyDr Christopher Wiley has been awarded Principal Fellowship of The Higher Education Academy, and is thereby entitled to use the post-nominals PFHEA.

This is the highest level of professional recognition available from the HEA, and acknowledges sustained and effective strategic leadership demonstrated at institution-wide or inter/national level in relation to learning and teaching. To date, it has been awarded only to an elite group of some 800 academic and academic-related staff across the UK.

Dr Wiley is the only current permanent member of academic staff at the University of Surrey to achieve this status and one of the first nationally within the discipline of Music. It follows his successful application for Senior Fellowship, the HEA’s second-highest level of professional recognition, in 2015.

Applications of up to 7,500 words in length are evaluated by an external panel of HEA reviewers against Descriptor 4 of the UK Professional Standards Framework for teaching and learning support in Higher Education. Several advocate statements from suitably qualified individuals are also required in support of the candidate.

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Further information about the HEA’s Fellowship scheme, and the different levels of professional recognition it offers, may be found here: https://www.heacademy.ac.uk/individuals/fellowship

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