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Relational competence: the human heart of inclusive learning
By Lauren Flannery, PhD student and Associate Professor, The University of East Anglia When I began my PhD alongside my academic role, I expected to think critically, write analytically, and plan strategically. What I didn’t expect was to feel so deeply. Sitting in classes again as a student, I became acutely aware of how it feels to belong, to be heard, and to be met with genuine curiosity. These experiences reminded me that learning is profoundly relational. Inclusion, at i
2026 Conference Registration
Registration for the 2026 RAISE conference is now live on the University of Northumbria's webpages . Registration Fees To support delegate access and budgeting for the conference, we are able to confirm our registration fees below. If you have any questions about the conference, please contact RAISE Admin admin@raise-network.com Early Bird Rate 2026 Standard Rate 2026 Student 1 Day £40 £55 Student 2 Day £50 £65 Staff 1 Day £270 £295 Staff 2 Day £400 £450 Student Online £45
Tom Langston
Jan 5
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Student Blogs
Relational competence: the human heart of inclusive learning
By Lauren Flannery, PhD student and Associate Professor, The University of East Anglia When I began my PhD alongside my academic role, I expected to think critically, write analytically, and plan strategically. What I didn’t expect was to feel so deeply. Sitting in classes again as a student, I became acutely aware of how it feels to belong, to be heard, and to be met with genuine curiosity. These experiences reminded me that learning is profoundly relational. Inclusion, at i
Partnership in Practice: Student Advisory Boards Can Be More Than a Feedback Mechanism – A dialogic-reflective blog
By Boróka Javor , recent graduate and Myra Vaish , undergraduate student, The University of Leeds When we first joined the Student Advisory Board (SAB) for the Partnerships in Assessment and Feedback (PiAF) Network , we imagined a year of committee meetings, agendas, feedback forms, and a polite exchange of opinions. But what we discovered was something much richer. The SAB wasn’t simply a platform for students to comment on teaching; it was a living, breathing collaborati
Boróka Javor and Myra Vaish
Dec 1, 2025
Conference reflections (Episode 2): The ‘how’ of student engagement
By Jeehan Ashercook, Alina Zorn and Katie McClure, The University of Glasgow In the second of two blog posts from the Graduate Teaching Assistants who supported the 2025 RAISE conference, Jeehan Ashercook, Alina Zorn and Katie McClure reflect on how to surface student voices through informal discussion, practical collaboration, and fostering a broader environment of student belonging. Jeehan: humanising data collection Jennifer Boyle and Andrew Struan’s Day 2 keynote reall
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