Afterword

Persistence, the Pandemic and PGR Pedagogies

Authors

  • Sara Hattersley Associate Professor (SFHEA), Academic Development Centre, University of Wrawick

DOI:

https://doi.org/10.31273/jppp.vol1.2021.936

Keywords:

Online, Learning, Tutor, PGR Teachers, Persistence, Teaching

Abstract

In this afterword, I reflect on my involvement in one element of Warwick’s pandemic contingency work and how PGR tutors made a significant contribution. I consider this in light of the pieces in this inaugural JPPP issue, looking at what this tells us about the value of working with postgraduate researchers who teach, with reference to recent activities, events and surveys and through the lens of persistence in learning.

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Author Biography

Sara Hattersley, Associate Professor (SFHEA), Academic Development Centre, University of Wrawick

Sara leads on professional learning of postgraduates who teach, as part of Warwick’s Academic Development Centre. She is course leader for the Academic and Professional Pathway for Postgraduates who Teach (APP PGR) and the Postgraduate Award in Teaching and Learning in Higher Education (PGA TLHE), as well as providing mentorship and assessment across the other ADC professional pathways. Sara was a Foundation Fellow of WIHEA and is a Senior Fellow of the HEA (Advance HE). As part of the University’s response to the global pandemic, Sara authored student and staff learning materials on the Warwick Online Learning Certificate (WOLC) and Teaching for Learning Online (TfLO) and continues to support colleagues through the Learning Design Consultancy Unit (LDCU).

Sara Hattersley, author of this article

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Published

2021-11-09

Issue

Vol. 1 (2021): Pilot Launch Issue: Postgraduate Pandemic Pedagogies

Section

Articles

License

Copyright (c) 2021 Sara Hattersley

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.