Division of Academics, Researchers and Teachers in Psychology Annual Conference 2023
- Teaching and learning
About
The annual conference of the Division of Academics, Researchers and Teachers in Psychology (DART-P) provides a forum for teachers of Psychology at schools, colleges, and universities to come together to discuss best practice and current research.
This event is taking place virtually.
The 2023 conference themes are:
- Supporting student engagement: Research and practice linked to student engagement and attendance across all education settings. Implications of low engagement for students in terms of learning, development, and mental health, as well as the implications for staff in terms of workload and morale. Initiatives to promote engagement.
- Inclusive practice and assessment: Initiatives aimed at improving the inclusivity of teaching and assessment. Research and practice linked to promoting inclusion, by preparing students for assessment, designing innovative assessments, or more generally as part of teaching practice across any educational setting.
- General: Please do not be concerned if your proposal is outside of either of the above themes. All submissions are welcome, and our 'General' topic will capture all other areas.
You will be prompted to select one of these topics when submitting your abstract.
Submissions
Key submission dates
Submissions have now closed.
|
March 2023 |
Online submission system opens |
|
14 July 2023 |
The deadline for submissions |
|
18 August 2023 | Notification of submission outcomes |
How to Submit
Please ensure you read the submission guidelines before submitting, including the refereeing procedure. These allow you to see how your submissions will be reviewed.
Please make your submissions via the online application portal by clicking the submissions button below. You will need to create an account.
If you have any queries about submissions please contact us at [email protected]
Registration
Registration is available online only.
| Registration Fees (Incl. VAT at 20%) | |
|---|---|
|
BPS Concession Member |
£24 |
| DARTP Member |
£30 |
| BPS Member | £36 |
| Non-BPS Member | £45 |
Returning Customers (members and non-members)
In order to register for the event you will need to sign in using your BPS website log in details.
We have implemented a new Membership Database and if you haven't received your pre-registration email you will need to request your unique registration link.
Once you have the link, you can complete your registration on our portal.
Once you have registered on the portal please use your username and password to log in and register for the event.
If you have forgotten your log-in details, you can reset your username or password here.
Non-returning customers (members and non-members)
If you are not a returning customer, you will need to create your BPS account on the portal. The process is straightforward and takes just a few minutes.
Once you have registered on the portal please use your username and password to log in and register for the event.
Dr Rob Nash is Head of Psychological Research at the National Institute of Teaching (NIoT), and also a Reader in Psychology, and Director of Undergraduate Learning & Teaching, at Aston University's School of Psychology.
An experimental psychologist by background, Rob completed his undergraduate degree and PhD in Psychology at the University of Warwick, after which he held posts at Lancaster University and the University of Surrey before moving to Aston in 2015.
Rob's primary research expertise is in human memory and cognition; however, he is also an active researcher in the field of educational psychology, with an emphasis on understanding—both as a psychologist, and as an educator—how people respond and react when we receive feedback.
Rob is a Senior Fellow of the Higher Education Academy, and is co-editor of a recent special issue of Educational Psychologist on the psychology of effective feedback. He joined NIoT in 2023 to generate and communicate impactful psychological research on school teachers' and leaders' professional development.
Read the abstract for his presentation below.
The elusive psychological mechanics of effective feedback
As educators, we spend significant time and effort on providing feedback to the learners we teach. This investment, research tells us, is worthwhile because feedback is one of the most powerful drivers of learning. And yet we so often experience our feedback having no apparent impact, sometimes even being ignored altogether.
To understand why, and to remedy this problem, it is essential to delve into the minds of learners to understand what occurs in the moments, hours, days and weeks after they receive feedback.
Psychology and psychologists are uniquely positioned to study these cognitive, social, and behavioural processes; indeed, the feedback literature is crying out for the kinds of evidence that psychological science can offer. But that same literature also largely neglects a wealth of relevant psychological theory and evidence that already exist. I will argue that—as researchers and teachers of psychology—our discipline needs to take a more leading role in unpacking why, how, when, and for whom feedback is effective.
Contact
If you have any questions, email [email protected]