Associate Dean Learning Teaching and Enhancement
University of the Arts London
University of the Arts London
Higher education, teaching and learning, teaching observation, curriculum, student engagement, academic development.
Saranne Weller’s research has focused on the professional development of academic staff with a particular interest in teaching observation. More recent work has looked at the ways in which students can work in partnership with teachers and developers to enhance teaching and inform professional development approaches. Her previous research in the context of English Literature also informs her interest in drawing on narrative methods of enquiry in her pedagogic research as well as undertaking research into academic reading and writing at undergraduate and doctoral level.
Hay, David B. and Weller, Saranne and Ashton, Kim (2015) Researcher-led teaching: embodiment of academic practice. Higher Education Review, 48 (1). pp. 25-39. ISSN 0018-1609
Weller, Saranne (2015) Academic Practice: Developing as a Professional in Higher Education. Sage Publications Ltd, London. ISBN 9781446274231
Hancock, Sally and Clegg, Sue and Crossouard, Barbara and Kahn, Peter and Weller, Saranne (2015) Who is the newer researcher into higher education? Locating ourselves in shifting terrains. Higher Education Research & Development. ISSN 0729-4360
Kandiko, Camille B. and Hay, David B. and Weller, Saranne (2013) Concept mapping in the humanities to facilitate reflection: Externalizing the relationship between public and personal learning. Arts and Humanities in Higher Education, 12 (1). pp. 70-87. ISSN 1474-0222
Felten, Peter and Bagg, Julianne and Bumbry, Michael and Hill, Jennifer and Hornsby, Karen and Pratt, Maria and Weller, Saranne (2013) Expanding access to the SoTL borderland: A call for inclusive student engagement in the enhancement of teaching and learning. Teaching & Learning Inquiry: The ISSOTL Journal, 1 (2). pp. 63-74.
Weller, Saranne and Domarkaite, Grete Kotryna and Lam, Joseph Lam Chung and Metta, Lidya Utari (2013) Student-faculty Co-inquiry Into Student Reading: Recognising SoTL as Pedagogic Practice. International Journal for the Scholarship of Teaching and Learning, 7 (2). pp. 1-16.
Weller, Saranne (2013) Understanding unintentional plagiarism and international students’ approaches to academic reading: a participatory approach to researching the international student experience. Project Report. Higher Education Academy.
Weller, Saranne (2012) Achieving curriculum coherence: Curriculum design and delivery as social practice. In: Strategic Curriculum Change in Universities: Global Trends. Society for Research into Higher Education . Routledge, London, pp. 21-33. ISBN 9780415809344
Yiend, Jenny and Weller, Saranne and Kinchin, Ian (2012) Peer observation of teaching: The interaction between peer review and developmental models of practice. Journal of Further and Higher Education.
Weller, Saranne (2011) New lecturers' accounts of reading higher education research. Studies in Continuing Education, 33 (1). pp. 93-106.