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Anoche, Jessica and Collingwood, Ruth and Sajeva, Monica-carmela (2018) Practice: special collections and decolonisation.
Anne, Marr and Rebecca, Hoyes (2016) Material Boundaries. Association of Fashion and Textiles Courses, Loughborough, pp. 21-33. ISBN 9781911217084
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Burns, Elliot (2016) Chez L'enquête: a conversational tasting menu. [Show/Exhibition]
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Bunting, Liz and Hill, Vikki and Riggs, Gemma (2020) Belonging in Higher Education.
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Cohen, Nathan (2014) Finding a way: art-science communication from the perspective of an artist and educator. In: Still divided cultures? Researching the practice interactions of art and science, 9 May 2014, Society for Research into Higher Education, London, UK.
Cogo, Alessia and Odeniyi, Victoria (2021) Decolonizing the language curriculum: International arts students challenging Anglonormativity through English as a Lingua Franca. In: Durham Centre for Academic Development (DCAD) Seminar Series, 10 June 2021, Durham University.
Clay, Siobhan (2018) Diversity, Pedagogy and the Creative Arts: perceptions and experiences of diverse students at UAL. In: Research Fortnight 2018, 12 March 2018, LCF JPS.
Clay, Siobhan (2018) So, you want to be an academic? The experiences of Black, Asian and Minority Ethnic Undergraduates in a UK Creative Arts University. In: Access to success and social mobility through Higher Education. Great Debates in Higher Education, 1 (6). Emerald Publishing, Bingley, pp. 99-113. ISBN 978-1-78754-110-8
Clark, Wayne and Watt, Paul and Gifford, Chris and Koster, Shirley (2007) ‘For people so young they had so much to offer’: implementing active citizenship in the UK undergraduate social science curriculum. In: Citizenship education in society: proceedings of the Ninth Conference of the Children's Identity and Citizenship in Europe Thematic Network. CiCe, London, pp. 175-182. ISBN 978-1899764-90-7
Clark, Wayne and Watt, Paul and Gifford, Chris and Koster, Shirley (2009) I 'felt really inspired by it, it was really interesting to interact with the pupils’: active citizenship in the British undergraduate social science curriculum. Social Science Tribune, 14 (55). pp. 153-174. ISSN 1105-1167
Clark, Wayne and Watt, Paul and Gifford, Chris and Koster, Shirley (2006) Negotiating participation and power in a school setting: The implementation of active citizenship within the undergraduate sociology curriculum. Learning and Teaching in the Social Sciences, 2 (3). pp. 175-190. ISSN 1740-5866
Clark, Wayne (2013) “During the course of the programme my attention shifted and deepened – I was more interested in developing myself as a person”: Evaluating a careers award in higher education. Enhancing the Learner Experience in Higher Education, 5 (1). pp. 3-20. ISSN 2041-3122
Clark, Wayne (2012) Evaluating a retention and employability initiative in higher education. In: Compendium of Effective Practice in Higher Education Retention and Success. Higher Education Academy & Aston University, Birmingham, pp. 140-145. ISBN 978-85449-427-6
Clark, Wayne (2012) It's about more than getting a job. Adults Learning, 23 (4). pp. 45-47. ISSN 0955-2308
Clark, Wayne (2011) Making the transition. Adults Learning, 22 (5). p. 20. ISSN 0955-2308
Clark, Wayne (2011) Making transitions? Researching vocational learner progression into the graduate labour market. Graduate Market Trends. pp. 9-11. ISSN 1467-3312
Clark, Wayne (2011) Transitions in action? Exploring vocational learner progression into and out of higher education. Educational Developments, 12 (2). pp. 9-12. ISSN 1469-3267
Clark, Wayne (2006) The public sphere and the academic conference: Deliberation, communication and participation? Journal of the Institute of Justice and International Studies (6). pp. 15-21. ISSN 1-538-7909
Ciammaroni, Stefano (2019) Best Kept Secrets: Integrating Student Films in Film History and Theory Classes. In: NAHEMI (National Association for Higher Education in the Moving Image) 'TALKING SHOP', 28 June 2019, University of the Arts London / London College of Communication.
Chorpening, Kelly (2014) The problem with making: A case for the expanded teaching of drawing. Art, Design & Communication in Higher Education, 13 (1). pp. 93-107. ISSN 1474-273X
Chen, Julia and Costley, Tracey and Fitzpatrick, Damian and Lai, Jose and Lim, Grace and Tong, Keith (2015) Professional Development in Enhancing English Across the Curriculum. In: CAES International Conference Hong Kong University, 11-13 June 2015, Hong Kong University.
Carter, Claudia and Barnett, Heather and Burns, Kathryn and Cohen, Nathan and Durall, Eva and Lordick, Daniel and Nack, Frank and Newman, Andrew and Ussher, Shaun (2021) Defining STEAM Approaches for Higher Education. European Journal of STEM Education, 6 (1). ISSN 2468-4368
Caratti, Elena and Ferraris, Silvia and Lange, Silke and Zang, Yingchun (2023) Reimagining design education: Renewal and transformation. In: IASDR 2023: Life-Changing Design, 9-13 October 2023, Milan.
Canagarajah, Suresh and Odeniyi, Victoria and Lazar, Gillian (2023) Strategizing Decolonial Subversion: A Dialogue. Decolonial Subversions. pp. 97-110.
Campbell, Lee (2018) Rupturing the contract: Performative pedagogy, power relations and interruption. Spark: UAL Creative Teaching and Learning Journal, 3 (2). pp. 104-115.
Caldwell, Cath and Singh, Gurnam (2022) Decolonising learning: Towards authentic non-performative education. In: EdEx 2022, 11-12 July 2022, Online.
Caldwell, Cath and Clay, Siobhan and Salines, Emily (2022) Challenging Assessment Habits. In: AHE Conference 2022, 22-24 June 2022, Manchester MacDonald.
Caldwell, Cath (2019) Breaking Through the Class Ceiling. In: CSM Staff Development week, 2 June 2019, Central Saint Martins. (Unpublished)
Caldwell, Cath (2019) Perceptions of change in university enhancement initiatives. In: Academic Enhancement Sharing practice workshop, 14th May 2019, University of the Arts London.
Caldwell, Cath (2023) The end of tough love in art and design? How can compassionate approaches be effective in feedback and assessment? In: ExEd 2023, 3-4 July 2023, UAL.
Cain, Ben (2016) Workshop and exhibition. [Show/Exhibition]
Drew, Linda and Vaughan, Suzi (2002) The Course Team as the Focus for Contextualized Professional Learning. Innovations in Education and Teaching, 39 (3). pp. 183-195. ISSN 1470-3300
Drew, Linda and Trigwell, Keith (2003) Qualitative Differences in Approaches to Teaching, Teacher Satisfaction and Communities of Practice in Art, Design and Communication Courses. In: EARLI conference, 2003, Padua. (Unpublished)
Drew, Linda and Shreeve, Alison (2006) Assessment as Participation in Practice. In: Improving Student Learning: Improving Student Learning through Assessment. Oxford: Oxford Brookes University, Oxford Centre for Staff and Learning Development., Oxford.
Drew, Linda (2007) Designing the interface between research, learning and teaching. Design Research Quarterly, 2 (3). 1, 5-11. ISSN 1752-8445
Drew, Linda (2004) The Experience of Teaching Creative Practices: Conceptions and Approaches to Teaching in the Community of Practice Dimension. In: 2nd CLTAD International Conference, Enhancing Curricula: The Scholarship Of Learning And Teaching In Art And Design, April 2004, Barcelona.
Drew, Linda (2003) The Experience of Teaching in Art, Design and Communication. PhD thesis, University of the Arts London.
Drew, Linda (2005) Variation in approaches to learning and teaching in disciplinary contexts: how to accommodate diversity? In: The 12th Improving Student Learning Symposium, 6-8 September 2004, Birmingham.
Douglas, Lorrice (2019) Creative Curricula: Developing inclusion projects informed by states of identity and alienation. In: Inclusion and Intersectionality in Visual Arts Education. UCL IOE Press, London, pp. 56-77. ISBN 978-1-85856-898-3
Donszelmann, Bernice (2015) Art College and the Postcolonial Encounter: Student diversity within the 'sociality' of learning. In: Towards an Inclusive Arts Education. IOE Press, London, pp. 97-118. ISBN 978-1-85856-654-2
Dodd, Melanie (2015) Double Agency: The Art School, Critical Practice and Architecture. In: Radical Pedagogies: Architectural Education and the British Tradition. RIBA Publishing, London, pp. 21-31. ISBN 9781859465837
Dixon, Catherine and Baines, Phil (2014) ‘Changing perspectives’. In: Collaborative Letterpress Project 6x6. University of Brighton, Brighton, pp. 57-74. ISBN 9781905593989
Dixon, Catherine (2018) On ‘thinking–through–making’ and the quietly remarkable value of ‘knowing what we’re doing’ in an age of disruption. In: W * * C H C R A F T ? Exploring notions of craft within contemporary graphic design education, 6 – 7 September 2018, University of Northumbria, Newcastle.
Dixon, Catherine (2016) ‘A moment in time...’ and ‘And to the Earth be peace...’. In: Taking a line for a walk, Assignments in design education. Spector Books, Leipzig, 136, 209. ISBN 978-3-95905-081-4
Dieckvoss, Stephanie (2017) Central Saint Martins, University of the Arts, London: Pädagogik der Idee. Kunstforum International, 245. pp. 146-159. ISSN 0177-3674
Dieckvoss, Stephanie (2017) College of Art and Built Environment of the Kwame Nkrumah University of Science and Technology, Kumasi, Ghana: Handwerklichkeit als Existenzstrategie. Kunstforum International, 245. pp. 118-131. ISSN 0177-3674
Dieckvoss, Stephanie (2017) Lasalle College of the Arts, Singapur: Ausbildung für die Zukunft. Kunstforum International, 245. pp. 90-103. ISSN 0177-3674
Dieckvoss, Stephanie (2017) Rhode Island School of Art and Design, Providence: Critical Making. Kunstforum International, 245. pp. 160-173. ISSN 0177-3674
Devet, Bonnie and Orr, Susan and Blythman, Margo and Bishop, Celia (2006) Peering Across the Pond: The Role of Students in Developing Other Students’ Writing in the US and UK. In: Teaching Academic Writing in UK Higher Education: Theories, Practices and Models. Universities into the 21st Century . Palgrave Macmillan, Basingstoke, pp. 196-211. ISBN 9781403945341
Davis-Bonnick, Claudette (2007) How does the Moby-Go resources impact teaching and learning in the sample room? Project Report. CLIP/CETL. (Unpublished)
Davies, Melanie Gale (2013) Dyslexia, Academic Writing and a Progressive Arts Education. In: Towards a Progressive Arts Education: Inclusion, Change and Intervention, 6-8 November 2013, British Library, London.
Davies, Melanie Gale (2019) Dyslexia: Naming pedagogic difference in the art school, a cultural studies perspective. In: Inclusion and Intersectionality in Visual Arts Education. Trentham Books, London, pp. 78-98. ISBN 978-1-85856-839-3
Davies, Melanie Gale (2019) Practical Wisdom and Democratic Education: Phronesis, Art and Non-traditional Students by S.Broadhead and M. Gregson. Widening Participation and Lifelong Learning Journal, 21 (1). pp. 145-151. ISSN 1466 6529
Davies, Melanie Gale (2019) Understanding Dyslexic Difference: What are the wider implications of dyslexia research and pedagogy for inclusive practice in HE? In: Advance HE Teaching and Learning Conference: Teaching in the Spotlight: Innovation for Teaching Excellence, 2-4 July 2019, Newcastle upon Tyne.
Davies, Colin and Parrinder, Monika (2011) Lessons learned? who is teaching who? Grafik Magazine, 190. pp. 64-67. ISSN 977147975304990
Davies, Allan (2000) Variation in teachers' and students' understanding of teaching and learning in Fine Art and the broader community. Centre for Learning and Teaching in Art & Design. pp. 1-15.
Davies, Melanie Gale (2022) Dyslexia Policy and Practice & Awarding Differentials for Black Students in Art and Design Higher Education. In: Advance HE Colloquium: Race Equality in Transformative Times: Exploring intersections of minority- racialised identity and neurodiversity, 4 May 2022, Online.
Davies, Melanie Gale (2023) Dyslexic difference and contextual studies writing in creative arts higher education: Three telling cases. Widening Participation and Lifelong Learning, 25 (1). pp. 125-152. ISSN 1466-6529
Davies, Melanie Gale (2022) Inclusive Institutions: Inclusive Intersections. In: Advance HE Teaching and Learning Conference 2022: Teaching in the spotlight: Where next for enhancing student success?, 5-7 July 2022, Northumbria University, Newcastle upon Tyne, UK.
Davies, Melanie Gale (2023) Mossy Entanglements for a Post-human World. In: Advance HE Teaching and Learning Conference 2023: Shaping the future of HE, 4- 6 July 2023, Keele University, Keele, UK.
Davies, Melanie Gale (2016) What Kinds of Strategies, Situations and Interventions are Useful for Dyslexic Students at One Art University in the South of England, in Relation to the Written, Cultural Studies Component of their Creative Fashion Courses? Project Report. University of the Arts London. (Unpublished)
Davies, Melanie Gale (2022) The White Spaces of Dyslexic Difference: An intersectional analysis. In: Access and Widening Participation in Arts Higher Education. The Arts in Higher Education . Palgrave Macmillan, London, pp. 143-159.
Davey, Rachel (2024) Academic Year 2023 - 2024. Exploring Illustration Pedagogy Through Illustration Practice. Project Report. Illustration Educators Network.
Das, Simon (2012) On two metaphors for pedagogy and creativity in the digital era: liquid and solid learning. Innovations in Education and Teaching International, 49 (2). pp. 183-193. ISSN 1470-3297
D'Andrea, Vaneeta-Marie (2006) Exploring Methodological Issues Related to Pedagogical Inquiry in Higher Education. In: Exploring Research-Based Teaching. Jossey-Bass (Wiley), pp. 89-98. ISBN 0787990779
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Eggebert, Anne (2018) The Unlikeliness of Us. She Ji: The Journal of Design, Economics, and Innovation, 4 (1). pp. 11-30.
Eden, Michael (2021) Randomness and chance as writing methodology: Is there a case for Dada in the academic essay? Journal of Writing in Creative Practice, 14 (1). ISSN 1753 5190
fitzPatrick, Edwina and Ackroyd, Heather and Harvey, Dan (2016) Getting Real: Interactive Fieldwork. In: Getting Real: Interactive fieldwork, 5 July 2016, Wimbledon.
Fuller, Catherine H (2015) Include me in! Runway and Pathfinding: An Opportunity to Promote and Develop Inclusive Pedagogy at LCF. Project Report. University of the Arts London. (Unpublished)
Fryer, Nic (2022) Hope and Helplessness in the Post-Covid Drama, Theatre and Performance Classroom. In: TaPRA, 12-14 September 2022, University of Essex.
Francis, Mary Anne (2010) 'Widening Participation' in the Fine Art Ph.D.: Expanding research and practice. Art, Design and Communication in Higher Education, 9 (2). pp. 167-181. ISSN 1474273X
Fortnum, Rebecca and Houghton, Nicholas and Sims, Ellen (2009) What is meant and what is understood: written summative assessment feedback within the fine art subject area. Project Report. University of the Arts London, London, UK.
Fortnum, Rebecca and Houghton, Nicholas (2009) The Teaching Landscapes in Creative Subjects: Fine Art Area Report. Project Report. University of the Arts London, London, UK.
Fortnum, Rebecca and Hjelde, Katrine (2009) Fine Art’s Educational Turn. In: GLAD09 Conference, October 2009. (Unpublished)
Fortnum, Rebecca (2008) On Not Knowing: The Creative Process and the Academy. In: ELIA conference on new knowledge, April 2008, Zurich University of the Arts, Switzerland. (Unpublished)
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Rowell, Chris (2019) Social Media in Higher Education – Case Studies, Reflections and Analysis. Open Book Publishers, London. ISBN 978-1-78374-668-2
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