I’m happy to share that I’ve successfully completed the Postgraduate Certificate in Higher Education (PGCertHE) at the LSE. Many thanks to Jenni Carr and other members of LSE’s Eden Centre for Education Enhancement for their support and guidance through the program. Below are some readings from the course.

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Brookfield, S. D. (2017). Becoming a critically reflective teacher. John Wiley & Sons, Incorporated.

Frodeman, Robert (ed.). (2017). The Oxford Handbook of Interdisciplinarity, 2nd edn, Oxford Handbooks.

Neumann, R., Parry, S., & Becher, T. (2002). Teaching and Learning in their Disciplinary Contexts: A conceptual analysis. Studies in Higher Education, 27(4), 405–417. https://doi-org.lse.idm.oclc.org/10.1080/0307507022000011525

Dismore, H., Turner, R., & Huang, R. (2019). Let me edutain you! Practices of student engagement employed by new lecturers. Higher Education Research & Development, 38(2), 235–249. https://doi-org.lse.idm.oclc.org/10.1080/07294360.2018.1532984

Ahmet, A. (2020). What Exactly are Inclusive Pedagogies? LSE Blogs. https://blogs.lse.ac.uk/highereducation/2020/06/29/what-exactly-are-inclusive-pedagogies/

Winstone, N. E., & Boud, D. (2022). The need to disentangle assessment and feedback in higher education. Studies in Higher Education, 47(3), 656–667. https://doi-org.lse.idm.oclc.org/10.1080/03075079.2020.1779687

Malecka, B., & Boud, D. (2023). Fostering student motivation and engagement with feedback through ipsative processes. Teaching in Higher Education, 28(7), 1761–1776. https://doi-org.lse.idm.oclc.org/10.1080/13562517.2021.1928061

Kennedy, R. (2007). In-Class Debates: Fertile Ground for Active Learning and the Cultivation of Critical Thinking and Oral Communication Skills. International Journal of Teaching & Learning in Higher Education, 19(2), 183–190. 

Quinlan, K. M. (2019). What triggers students’ interest during higher education lectures? personal and situational variables associated with situational interest. Studies in Higher Education, 44(10), 1781–1792. https://doi-org.lse.idm.oclc.org/10.1080/03075079.2019.1665325

Landreman, L. M. (Ed.). (2013). The art of effective facilitation : Reflections from social justice educators. Taylor & Francis Group.

Fung, D. (2017). Connected Curriculum for Higher Education. University College London. https://muse.jhu.edu/book/81342.


Levy, P., & Petrulis, R. (2012). How do first-year university students experience inquiry and research, and what are the implications for the practice of inquiry-based learning? Studies in Higher Education, 37(1), 85–101. https://doi-org.lse.idm.oclc.org/10.1080/03075079.2010.499166

Healey,, M. and Jenkins, A. (2006), Strengthening the teaching-research linkage in undergraduate courses and programs. New Directions for Teaching and Learning, 2006: 43-53. https://doi-org.lse.idm.oclc.org/10.1002/tl.244

Grosfoguel, R. (2011). Decolonizing Post-Colonial Studies and Paradigms of Political-Economy: Transmodernity, Decolonial Thinking, and Global Coloniality. TRANSMODERNITY: Journal of Peripheral Cultural Production of the Luso-Hispanic World, 1(1). http://dx.doi.org/10.5070/T411000004 

Gopal, P. (2021). On Decolonisation and the University. Textual Practice, 35(6), 873–899. https://doi-org.lse.idm.oclc.org/10.1080/0950236X.2021.1929561