Pedagogies of Scholarship and Teaching (PoST)

Welcome to the website for Newcastle University’s Pedagogies of Scholarship and Teaching (PoST) Group. Supported by the Faculty of Humanities and Social Science’s Teaching Development Fund, we are a community of academics interested in delivering high quality teaching, pedagogic innovation and scholarship.

The group aims to create a variety of opportunities for academics to explore and develop their scholarship of teaching and learning by providing access to expertise and examples of inspirational education practice, alongside opportunities to participate in a network of interested peers.

About Us

Our university recognises and rewards staff contributing to research or scholarship equally. This parity of esteem agenda has been driven forward by academics within the university and beyond (Bryson, 2013; Crimmins, 2016). Literature which considers this group of staff, who undertake large teaching workloads, focusses on the need to further develop the scholarly aspects of their role for both personal development and also promotional reasons (for example, Sutherland and Gilbert, 2013; Byers and Tani, 2014). However, while fully committed to improving the student experience and to delivering excellent teaching, the opportunities for progression through scholarship for such staff is often restricted due to their high teaching workloads (Hamilton, Fox & McEwan, 2013). Consequently, there is little time for networking and participating in scholarly activities (Crimmins, 2016, Ryan & Bhattacharyya, 2012; Webb, Wong & Hubball, 2013).

Our aspiration is to create a space where colleagues can come together to discuss prescient HE teaching matters and to share and develop their scholarship of teaching and learning across disciplinary boundaries. Our ambition is for this space to evolve into the HaSS Faculty’s Pedagogies of Scholarship and Teaching (PoST) Group, for it to sit with equal acclaim alongside the Faculty’s Research Groups (, and for it to play a prominent role in developing HaSS staff as pedagogues, while also contributing high-quality, publishable scholarship to debates around teaching and learning in humanities, social science subjects and beyond.