Liesbeth CorensApr 27, 2022

ah, an #introduction: I'm a historian of #earlymodern minorities, in particular focusing on mobility and record-keeping practices.

I've written and edited these volumes:
- Confessional mobility: https://oxford.universitypressscholarship.com/view/10.1093/oso/9780198812432.001.0001/oso-9780198812432
- Archives & Information: https://britishacademy.universitypressscholarship.com/view/10.5871/bacad/9780197266250.001.0001/upso-9780197266250
- Social History of the Archive: https://academic.oup.com/past/issue/230/suppl_11?login=true

Confessional Mobility and English Catholics in Counter-Reformation Europe

"Confessional Mobility and English Catholics in Counter-Reformation Europe" published on by Oxford University Press.

Oxford Scholarship Online
Show threadLiesbeth CorensApr 27, 2022

Further #introduction, beyond my research: I'm a lecturer at the School of History at Queen Mary, University of London.

I'm also the Deputy EDI Lead there, and worried about student attendance at seminars this year. If colleagues elsewhere have good practice on how to ensure more engagement, please let me know -- our students seem to have disconnected their seminars from their assignments.

A QMUL colleague just published this, which sounds helpful: https://journals.sagepub.com/doi/pdf/10.1177/02633957221086879

Show threadJames Renton
@onslies Interesting to hear about the seminar/assignment disconnect at QM. I have been teaching online this year, & saw a similar thing in semester 2. Very different experience in semester 1. My students ran an online conference as part of their class (but with no assignment or credit involved) in both semesters, which was a big success. In both semesters, I found that non-attendance was due to specific issues, exacerbated or caused by the pandemic, & 1 2 1 sessions helped
Apr 30, 2022 at 8:07pmTusky