Publications – Live, Love, Learn

Featured, News, Publications, Slider curriculum design, curriculum development, learning and teaching, learning design, learning fitness, resilience

Empowering students to become efficient, effective and resilient learners

by Elizabeth Hauke April 11, 2019 No Comments

I recently gave a Talking Teaching presentation on how we embed ‘Learning Fitness’ skills and values into the Change Makers curricula and learning design. Continue Reading

Featured, News, Publications, Slider alternative facts, case study, curriculum design, curriculum development, knowing, learning, lessons from history, SRHE

Experts, knowledge and criticality in the age of ‘alternative facts’

by Elizabeth Hauke April 9, 2019 No Comments

As part of this SRHE event on 3rd April 2019, I gave a talk about my paper ‘Understanding The World Today‘ – broadly covering what interpretive dance, ribbon and getting thrown out of a club have to do with navigating a world of fake news. Continue Reading

News, Publications blog post, criticality, knowing, knowledge

Teach Someone to Fish…

by Elizabeth Hauke March 29, 2019 No Comments

This post was featured on the Society for Research in Higher Education blog in March 2019. Continue Reading

News, Publications article, criticality, curriculum design, lessons from history, peer reviewed, process, teaching in higher education

Understanding The World Today

by Elizabeth Hauke February 22, 2019 No Comments

‘Understanding the world today: the roles of knowledge and knowing in higher education’ has been published this week in Teaching in Higher Education

Featured, News, Publications, Slider change maker, D/srupt, game change, global challenges, Imperial Enterprise Lab

Change Maker in Chief

by Elizabeth Hauke October 9, 2018 No Comments

This week has seen the publication of the first issue of a new Imperial College publication – D/srupt. Continue Reading

News, Publications graduate attributes, learning fitness, skill development, skill manual, skills, transferable skills

Education Day Workshop – Refreshing The Skills Agenda

by Elizabeth Hauke April 8, 2018 No Comments

We delivered an interactive workshop at Education Day: To Inclusivity and Beyond Continue Reading

News, Publications, Slider active learning, co-learner, curriculum design, enquiry based learning, inclusive learning, learning fitness, pedagogic research, research, research led teaching, self assessment, seminar, skill development, transferable skills, undergraduate research

Research Seminar – Designing Dynamic Curricula

by Elizabeth Hauke February 1, 2018 No Comments

As part of the Centre for Languages, Culture and Communication Seminar Series for 2017-18, I delivered an updated version of my conference paper Designing Dynamic Curricula: Leaving Space for Students to Live, Love and Learn. Continue Reading

Featured, News, Publications, Slider curriculum design, curriculum development, inclusivity, learning design, participatory learning

Talking Teaching: Designing Inclusive and Participatory Curricula

by Elizabeth Hauke January 22, 2018 No Comments

As part of our new Teaching and Learning Strategy at Imperial College, the Education Office has launched a series of ‘Talking Teaching’ seminars Continue Reading

Publications conference, conference paper, curriculum, curriculum design, dynamic, research, undergraduate

Dynamic Curriculum Design: Leaving Space for Students to Live, Love and Learn

by Elizabeth Hauke October 1, 2017 No Comments

I was very honoured to be asked to deliver a keynote presentation for the BLASTER International Symposium at the University of Warwick. Continue Reading

News, Publications co-learner, co-learning, curriculum design, curriculum development, expertise, interdisciplinary learning

Designing Interdisciplinary Education: A Practical Handbook for University Teachers (Perspectives on Interdisciplinarity)

by Elizabeth Hauke August 6, 2017 1 Comment

I contributed a case study to ‘Designing Interdisciplinary Education: A Practical Handbook for University Teachers (Perspectives on Interdisciplinarity)’ titled ‘The Teacher as Co-Learner’. Continue Reading