[Keynotes] We are pleased to announce that Pam Tatlow of Million+ will offer one of the keynote talks. We are also delighted to have keynote contributions from David Gellner, Oxford University, and Marilyn Strathern, University of Cambridge. More…

C-SAP and Professional Association Awards

2009 Award Recipients


Dr Kate Bradley - University of Kent

Dr Bradley introduced learning journals as a formative learning and assessment tool on a first year research methods module on an interdisciplinary social sciences degree. Her aim was to raise students’ confidence, make them aware of the demands of university study and enable staff to become more responsive to students’ needs. The project was rooted in sociological and pedagogic research and was carefully evaluated. Students evaluated the experience of keeping the journal very positively as it assisted with integration into university life and provided them with rapid feedback. The combination of face-to-face and online communication with students will become an integral part of first year teaching on the BSc in Social Sciences.


Dr Kate Orton-Johnson - University of Edinburgh

The application is to be commended as an innovative use of e-learning providing flexibility in methods teaching for postgraduates


Human Sciences Course Team (Dr Peter Collins) - Department of Anthropology, Queen’s Campus, Durham University

Dr Collins and the Human Sciences course team at Durham have acheived excellent results in working with students from non-traditional backgrounds by drawing on established strategies such as peer mentoring, reflexive research diaries and portfolios and emerging ones such as student wikis. They make use of informality and equality as pedagogic approaches to put students at ease, enabling the development of effective learning communities and encouraging participation in Higher education in general and anthropology specifically.


Dr Daniela Peloso's teaching contributions and strategies are unique and extremely well-received by her students. She is very strong in her commitment to incorporating research and scholarship into her teaching, whilst respecting individual learners. She puts the emphasis on performative techniques and makes use of a range of strategies. Her multi-sensorial approach and enactments are conducive to students getting a hands-on experience of different cultural practices and narratives, thus generating enthusiasm for the readings and course.


Dr Elena Krosteleve-Polgase - University of Wales, Aberstwyth

Dr Elena Korosteleva-Polglase’s pedagogical approach attempts to create a holistic, student-centred and reflective teaching and learning ecology in the classroom which ultimately aims to develop deep or life-long learning in her students. In a second year European politics undergraduate module, she adopted an experiential, enactive teaching mode based on a threshold concept format. Class activities included role-playing exercises and citizens juries which were designed to assist revision and generate reflective evaluation. Student feedback and careful evaluation of the results clearly demonstrates the pedagogic value of her enactive, student-centred teaching approach for facilitating deep learning.