Academic Posters: A Student’s View

Mads Linnet Perner is a final-year undergraduate at the University of Copenhagen. His first experience of an academic conference was presenting a research poster at the recent Social History Society conference at Keele University, which won the prize generously supported by Bloomsbury Publishing for best student poster.

The research for his poster, ‘Segregated behind the walls: Residential patterns in pre-industrial Copenhagen, 1700-1850’, was completed at Lancaster University. The prize was decided by an open ballot conducted during the conference.

History for Student Practitioners

Dr Triona Fitton is a lecturer at the University of Kent’s School of Social Policy, Sociology and Social Research.  She is the author of ‘Hidden History: Philanthropy at the University of Kent’, a book about the history of donations to the University since its charter in 1965. She is the former Director of the MA in Philanthropic Studies in the Centre for Philanthropy at the university, and is currently part of the Student Success project, a university-wide initiative to research and tackle the attainment gap for students from disadvantaged backgrounds.

For a roundtable discussion at the Social History Society’s recent annual Conference in Keele, she was tasked with talking about how we teach the history of philanthropy and humanitarianism to student practitioners. In her contribution to the Learning & Teaching Exchange, she reflects on this, where history fits in and why it matters.

Creating an Open Access e-textbook

Dr Jonathan Hogg is Senior Lecturer in History at the University of Liverpool and author of ‘British Nuclear Culture: Official and Unofficial Narratives in the Long Twentieth Century’ (Bloomsbury, 2016).

He is also the General Editor for a JISC-funded open access e-textbook on ‘Using Primary Sources’, and in his contribution to the Learning & Teaching Exchange he reflects on the experience of leading this project over the past four years.

Education on the Picket Line: Teach Outs at Kent

Dr Kate Bradley is Senior Lecturer in Social History and Social Policy at the University of Kent and Director of Studies for Social Sciences BSc. She is the author of Poverty, Philanthropy and the State: Charities and the Working Classes in London 1918-1979 (Manchester University Press, 2009) and numerous articles on the history of criminal justice and community action.

She continues our series on the teach-outs taking place as part of the activities surrounding the UCU strikes at universities across the country. Teach-outs, she suggests, offer a deeper kind of engagement on the picket line, and that learning about the history of protest and struggle has a particular place in understanding how we got to where we are today.

Image: A teach out at the University of Kent’s Canterbury Campus on 5 March 2018, tweeted by @RegulatingTime

Teaching Out in the ‘Great USS Pensions Strike of 2018’

Dr Georgina Brewis is Senior Lecturer in the History of Education at the UCL Institute of Education. She is the author of ‘A Social History of Student Volunteering: Britain and Beyond, 1880-1980’ (Palgrave Macmillan, 2014) and numerous articles on the history of education and student campaigning.

In this blog post, she shares her thoughts on the “teach-outs” that have become a regular feature of the picket lines during the current UCU strike at universities around the UK.

Teaching with archives: history in education studies

Dr Mark Freeman is a Reader in Education and Social History at the UCL Institute of Education (IOE), University College London, where he was formerly programme leader for the BA (Hons) Education Studies. In 2017 he hosted the SHS annual conference at the IOE.

In his contribution to the Learning & Teaching Exchange, he reflects on introducing Education Studies students to historical research in the IOE Archive.

Student Peer Review Workshop

Dr Michael Pugh is a Lecturer in the School of Media, Culture and Society at the University of the West of Scotland. As a member of the Social History Society’s executive committee in 2016 he began the work of establishing the SHS Learning & Teaching Exchange.

In his contribution, Dr Pugh reflects on the introduction of a peer review activity to help students in designing their own essay questions.