Your 5min lunchtime read - on the Hidden Curriculum blog, from the always excellent @vaniev.bsky.social: How the sociomateriality of the hidden curriculum enables research culture. drhiddencurriculum.wordpress.com/2025/04/28/h...

Q6 - What tools, prompts, or stems help you get “unstuck” when reflecting? Reply with A6 #LTHEChat and your response.

Q5 - How do you use triangulation to show change and evidence educational impact? Reply with A5 #LTHEChat and your response.

Q4 - Which evidence – student, peer, autobiographical, theoretical – best helps you show impact? Reply with A4 #LTHEChat and your response.

Articulating impact struggles? Locating cause and effect, risk of focussing only on some voices/impact over others, also the question of how do I see my impact vs our impact, and quantification is always tricky. #LTHEChat Q1

Q3 - What helps you move from describing events to interpreting their significance? Reply with A3 #LTHEChat and your response.

Q2 - Which of Brookfield’s Four Lenses do you lean on most - student, peer, autobiographical or theoretical – and which could help you triangulate better? Reply with A2 #LTHEChat and your response.

#LTHEchat A1 There is a pressure to notice and articulate pedagogic impact immediately - but sometimes impact only emerges slowly and over time - hence we may resort to describing what we have done - and the hope we have for what we did with respect to student development.

Q1 - What do you or others find hardest about articulating impact in reflective writing about educational practice? Reply with A1 #LTHEChat and your response.

What a great topic helping educators to demonstrate evidenced based practice through critical evaluation K3, V3 of #PSF2023! #LTHECHAT @maritag.bsky.social and @Steve McHanwell's book on evidencing achievement is also a great supplement to the topic. www.routledge.com/Evidencing-T...

An excellent post by my colleague Professor Liz Austen on the scholarship of teaching and learning #SoTL “SoTL’s inherent value is the ability to build a community which improves student experiences and outcomes in an enquiry led and timely way.” srheblog.com/2026/04/14/i...

Becoming a Critically Reflective Teacher - a conversation with Stephen Brookfield focusing on Chapter 13. Negogiating the Risks of Critical Reflection doi.org/10.25416/NTR...

#JoinUs Wednesday talking Evidencing Educational Impact 💬💬

#BreakingNews Old Joe spotted at University of Oxford exploring new #recruitment opportunities. In other news University of Birmingham recruitment team awarded top prize for campaign. #AprilFools

Q6. What’s one practice that helps you sustain your own wellbeing ? Reply with A6 #LTHEChat and your response

Q5. What’s an example of “caring rigour”? Reply with A5 #LTHEChat and your response

Q4. How can we celebrate the relational side of learning and teaching? Reply with A4 #LTHEChat and your response

Q3. Where do you see emotional intelligence making the biggest difference? Reply with A3 #LTHEChat and your response

Q2. What leadership behaviours create positive energy? Reply with A2 #LTHEChat and your response

Q1. What does a “well” academic community look like to you? Reply with A1 #LTHEChat and your response

A6 being kind to myself that everything isn’t going to be perfect and keeping the connections I have with others - to offload/debrief and generally make it all more human

A1 A ‘well’ academic community is one where learning is visible and shared—students and staff in conversation, ideas being tested, informal exchange happening all the time. Saw this at the AA—felt like something many universities are quietly missing. #LTHEchat

One hour to go to get ready :) Read the blogpost lthechat.com/2026/03/23/l... and follow the hashtag #LTHEchat - it's that easy.

Q6: How can we best support ourselves and each other in the current UK HE context? Reply with A6 #LTHEChat and your response

Q5 What has helped you with a change of professional identity? Reply with A5 #LTHEChat and your response

Q4 Has your professional identity changed over time? Reply with A4 #LTHEChat and your response

Q3 What drives / determines your sense of professional identity? Reply with A3 #LTHEChat and your response

Q2 How does this relate to your professional identity? Reply with A2 #LTHEChat and your response

Q1 Does your role align with your official job title? Does it matter? Reply with A1 #LTHEChat and your response

A4 there's a lot of research in this invisible, pastoral work that often female staff take on, often agreeing to take it on but then having negative impact on promotion. www.birmingham.ac.uk/news/2025/wi... I wonder who students would like to encourage them in mattering/belonging. #lthechat

Q6: Do you feel that you matter to students and colleagues? What makes you feel that way? Reply with A6 #LTHEChat and your response

Q5. How can we create mattering moments in online spaces? Reply with A5 #LTHEChat and your response

Q4. Is the work of belonging/mattering gendered? Who does the work of caring for students? Who do students want to do the mattering and caring roles? Reply with A4 #LTHEChat and your response

Q3. Where might institutional processes unintentionally undermine students’ sense that they matter? Reply with A3 #LTHEChat and your response

Q2. How do our everyday interactions signal to students that they are noticed, valued, and taken seriously, that they matter? Reply with A2 #LTHEChat and your response

Q1. If a sense of belonging is framed as something students need to have to be a successful student, what might change if we instead focused on what we do as student-facing staff to foster belonging? Reply with A1 #LTHEChat and your response

@unibirmingham.bsky.social @juliamyatt.bsky.social nph.onlinelibrary.wiley.com/doi/10.1002/...

A4. Absolute unquestionably it’s gendered. I read an article years ago, which talked about how in HEThe “mummies” look after the students& the “daddies” look after the research. Of course some “daddies” are female & some “mummies” are male, but there were some observable patterns. has much changed?

Don’t forget to join us tomorrow, Wednesday 8-9pm BST, for #LTHEchat, which will explore ‘It is not just about belonging, it is also about mattering’ with @jacquithijm.bsky.social Read the blog post at: lthechat.com/2026/02/13/l...

One thing I’m carrying from #LTHEchat: climate change exposes the limits of surface realism. Making something “more real” isn’t always more authentic. Sometimes it’s about careful framing, space for emotion, and not pretending we (or our students) can solve everything. Grateful for the conversation.

#GoodTeaching #Learning #Change #Agility #Transfer #ChallengeAssumptions #ExpertBlindSpots #HigherEducation

#RuggedHope - you heard it here first #LTHEchat

@curriculargeek.bsky.social you are being promoted on #LTHEchat @lthechat.bsky.social tonight 🎉

@alinacongreve.bsky.social such an interesting discussion #EfS #SDGs #Sudtainability #WickedStudents #WickedStaff #HigherEducation #BraveSpace 🍃

Q6. Looking ahead, what kinds of collective professional learning would you like to see to help educators develop confidence and expertise in teaching climate change authentically? Reply with A6 #LTHEChat and your response

Q5. What kinds of spaces, conversations, or communities help educators engage with climate change authentically over time? Reply with A5 #LTHEChat and your response

Q4. How do emotions like anxiety, hope, or frustration show up in climate-related learning, and what responsibility do we have to respond to them pedagogically? Reply with A4 #LTHEChat and your response

Q3. What do you find most difficult about engaging students with climate change in higher education, regardless of discipline or role? Reply with A3 #LTHEChat and your response

Q2. In your experience, what makes learning feel authentic to students: is it the task itself; the purpose behind it; or how students are involved? Reply with A2 #LTHEChat and your response

Q1. When you hear the phrase “authentic learning”, what comes to mind in your own role or context? Reply with A1 #LTHEChat and your response