Disrupting Learning Landscapes: mentoring, engaging, becoming

Abegglen, Sandra, Burns, Tom and Sinfield, Sandra (2014) Disrupting Learning Landscapes: mentoring, engaging, becoming. Investigations in university teaching and learning, 9. pp. 15-21. ISSN 1740-5106

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Abstract / Description

The present paper explores the pairing of a second year Peer Mentoring in Practice with a first year Becoming an Educationalist module and the role that reflective writing – in logs and blogs – plays in encouraging our students to engage with the material, to write to learn and to produce narratives of the self in times of transition.

Item Type:	Article
Additional Information:	Editor’s note: Paper based on a presentation given at the HEA workshop Interdisciplinarity in teaching and learning narrative: Crossing creative and critical boundaries at The University of Brighton on the 28th of March 2014
Uncontrolled Keywords:	Investigations in university teaching and learning, Non-traditional students, reflective practice, quasi-academic writing, Blogs and logs, becoming academic
Subjects:	300 Social sciences > 370 Education 800 Literature & rhetoric
Department:	School of Social Professions (to June 2021) Centre for Professional Education and Development (CPED) School of Social Sciences and Professions
Depositing User:	David Pester
Date Deposited:	15 Apr 2015 08:07
Last Modified:	19 Jul 2021 16:03
URI:	https://repository.londonmet.ac.uk/id/eprint/328

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