Jess Power, APVC Learning and Teaching Enhancement, and Davina Whitnall, LTEC EDI lead, share The University of Salford Learning and Teaching Enhancement Centre’s new publication ‘Pedagogy: LTEC Learning and Teaching Showcase’.
February 2025 saw the launch of The University of Salford’s new journal Pedagogy: LTEC Learning and Teaching Showcase!
This journal is dedicated to the scholarly endeavours of the Learning and Teaching Community at Salford. The journal is edited by Professor Jess Power and Davina Whitnall, with support from the University’s Learning and Teaching Enhancement Centre (LTEC).
The journal aims to celebrate and document pedagogical best practices from across The University of Salford, while also providing a platform for sharing innovative approaches to pedagogical practice that enhance the student experience.
Reach and next steps
In the first three months we have already had over 2,500 visits to the hub and over 500 downloads of our inaugural publication.
This is a terrific collection of papers and posters with sound from LTEC’s 3rd Annual Festival of Learning and Teaching, which brought together Salford’s learning and teaching community to share best practices, network and celebrate achievements in the L&T sphere.
The plan is to have an annual flagship edition which will be a series of developed outputs from our University’s Festival of Learning and Teaching. This publication offers a unique opportunity for colleagues to share, disseminate and showcase their exceptional work with the university community and beyond. Contained within this inaugural edition is a collection of 10 papers and audio posters from the Festival of Learning and Teaching 2024, which represent examples of practice through the lenses of community, collaboration and digital enhancement, embracing our theme of ‘Future Horizons in Learning and Teaching Practice’. Overall, these three combined strands underscore the importance of:
- active blended learning, authenticity in assessment and interactivity in enhancing educational practices and preparing students for the digital demands of the modern workplace
- supporting transitions, enhancing the student experience, valuing lived experiences and leveraging narrative within educational practices
- empowering students, fostering collaboration and promoting cultural inclusivity in educational practices.
How this was achieved
We supported colleagues through a structured writing retreat, making it open and accessible to everyone who was part of the festival. This enabled us to share good practice and facilitate peer-to-peer mentoring as part of our academic community. We also successfully applied for some internal funding through the library to secure the journal’s presence on Salford Open Journals. A huge shout out to our colleagues in the library and LTEC who supported us through this journey particularly Stephen Morrin, Wendy Taylor and Dr Dean Irwin. We really challenged the platform when exploring how we could support alternative formats, and we are delighted with the results.
This is the third in a growing selection of titles available through Salford Open Journals.
We are absolutely delighted that we have launched our own Journal for Learning and Teaching to showcase the excellent work of colleagues right across our organisation.
It is wonderful to see the vital work of our technical, professional service and academic staff synthesised into a single publication. This inaugural publication will be the first of many to showcase innovation pushing the boundaries of learning and teaching to enhance the student experience.
Professor Jess Power is Associate Pro Vice-Chancellor Learning and Teaching Enhancement at the University of Salford. Jess is a Principal Fellow and National Teaching Fellow. Her recent projects have formed blueprints for innovation in HE L&T and have been widely disseminated through a series of high-profile case studies both nationally and internationally recognised as good practice.
Davina Whitnall is the Equality, Diversity & Inclusion Lead for Learning & Teaching Enhancement Centre (LTEC) at the University of Salford and a freelance development consultant and coach. Her research interests include empathy-based pedagogy, failureship (failure as a pathway to success), confidence and the lived experience.
