This document discusses academic advising programs at SHU that aim to provide students with academic and pastoral support through tutoring. It presents three case studies:
1. The Personal and Professional Development program in Geography, Environment, Planning and Housing embeds academic advising through small group tutorials led by a dedicated advisor. Students receive support for study skills, careers, and personal issues. Feedback is positive but consistency remains a challenge.
2. The Academic/Professional Advisor role in SBS also provides study skills support and careers guidance. Issues include communicating the role's purpose and varying student experiences. Aligning advisors with seminar tutors may strengthen relationships.
3. In Business and ICT, advising
This document discusses teacher training, professional development, and guidelines for hiring teachers. It outlines the importance of ongoing professional development and emphasizes that quality teachers are the greatest factor in student achievement. Effective teacher training includes both pre-service education and in-service development, and should focus on improving classroom practice and student learning. Guidelines for hiring prioritize candidates' qualifications and aim to fill openings starting with the highest-ranked applicants. The document stresses that teaching is a long-term process of skill and knowledge acquisition that requires guidance and promotes ethical values.
This document discusses lessons learned from managing career ladder programs that provide financial support to paraprofessionals seeking to become teachers. It outlines various models for funding tuition reimbursement, exams, books, and recommends allocating stipends directly to vendors. Professional development funds are best spent on targeted training, mentoring, and forums to develop teaching skills. Operational funds support activities like leaves for student teaching and data tracking to promote commitment. Overall, career ladders can effectively address teacher shortages by retaining experienced paraprofessionals already invested in their communities.
This document summarizes the minutes from a SAAS Directors meeting on February 18, 2020. It discusses updates on the university's Quality Enhancement Plan (QEP) from the Director of the QEP. It outlines the QEP and reaccreditation process, outcomes from the previous QEP focusing on integrative learning, and the direction for the new QEP. It also describes the formation of subcommittees to develop the new QEP proposal and gather input on ideas. The meeting concluded with a discussion of what has been learned so far about student and faculty perspectives.
District-Wide Implementation of State-Mandated Student Academic, Career, and ...Naviance
This document summarizes the district-wide implementation of student academic, career, and post-secondary plans using Naviance software across middle and high schools in New Haven, Connecticut. It describes the multi-year rollout process involving administrators, teachers, counselors and stakeholders. Year 1 focused on developing the student success plan template. Year 2 focused on training and implementation, with a scope and sequence for activities by grade level. Examples are provided of how different schools implemented the plans based on their demographics and resources. The document provides guidance on engaging stakeholders and pacing the implementation process.
This document discusses frameworks for measuring the quality of university staff teaching, specifically the UK Professional Standards Framework (UKPSF). It provides an overview of the UKPSF, including its aims to support professional development, foster innovation in teaching, and demonstrate professionalism. Both benefits and challenges of the UKPSF are mentioned, such as recognizing teaching expertise but also potential compliance issues. Reflections from faculty acknowledge value in having their teaching recognized officially, while others note tensions between teaching and research expectations.
This document provides information and discussion points for a training session on CPD leadership. The session aims to discuss effective CPD leadership, analyze key elements like needs analysis and evaluating impact, and consider ways to improve CPD in schools. It outlines definitions of CPD, discusses needs analysis, approaches to monitoring impact, and characteristics of learning organizations. Challenges for CPD are also examined, like budget cuts reducing support from external organizations. The session aims to help participants reflect on improving their own CPD leadership.
The document discusses key aspects of effective teamwork between teachers and paraprofessionals. It states that for a team to be successful, the teacher and paraprofessional must view themselves as partners and solicit input from all members. Clear communication and mutual respect are important. Role clarification is also important for the team to function effectively and reach their goals.
This document discusses teacher training, professional development, and guidelines for hiring teachers. It outlines the importance of ongoing professional development and emphasizes that quality teachers are the greatest factor in student achievement. Effective teacher training includes both pre-service education and in-service development, and should focus on improving classroom practice and student learning. Guidelines for hiring prioritize candidates' qualifications and aim to fill openings starting with the highest-ranked applicants. The document stresses that teaching is a long-term process of skill and knowledge acquisition that requires guidance and promotes ethical values.
This document discusses lessons learned from managing career ladder programs that provide financial support to paraprofessionals seeking to become teachers. It outlines various models for funding tuition reimbursement, exams, books, and recommends allocating stipends directly to vendors. Professional development funds are best spent on targeted training, mentoring, and forums to develop teaching skills. Operational funds support activities like leaves for student teaching and data tracking to promote commitment. Overall, career ladders can effectively address teacher shortages by retaining experienced paraprofessionals already invested in their communities.
This document summarizes the minutes from a SAAS Directors meeting on February 18, 2020. It discusses updates on the university's Quality Enhancement Plan (QEP) from the Director of the QEP. It outlines the QEP and reaccreditation process, outcomes from the previous QEP focusing on integrative learning, and the direction for the new QEP. It also describes the formation of subcommittees to develop the new QEP proposal and gather input on ideas. The meeting concluded with a discussion of what has been learned so far about student and faculty perspectives.
District-Wide Implementation of State-Mandated Student Academic, Career, and ...Naviance
This document summarizes the district-wide implementation of student academic, career, and post-secondary plans using Naviance software across middle and high schools in New Haven, Connecticut. It describes the multi-year rollout process involving administrators, teachers, counselors and stakeholders. Year 1 focused on developing the student success plan template. Year 2 focused on training and implementation, with a scope and sequence for activities by grade level. Examples are provided of how different schools implemented the plans based on their demographics and resources. The document provides guidance on engaging stakeholders and pacing the implementation process.
This document discusses frameworks for measuring the quality of university staff teaching, specifically the UK Professional Standards Framework (UKPSF). It provides an overview of the UKPSF, including its aims to support professional development, foster innovation in teaching, and demonstrate professionalism. Both benefits and challenges of the UKPSF are mentioned, such as recognizing teaching expertise but also potential compliance issues. Reflections from faculty acknowledge value in having their teaching recognized officially, while others note tensions between teaching and research expectations.
This document provides information and discussion points for a training session on CPD leadership. The session aims to discuss effective CPD leadership, analyze key elements like needs analysis and evaluating impact, and consider ways to improve CPD in schools. It outlines definitions of CPD, discusses needs analysis, approaches to monitoring impact, and characteristics of learning organizations. Challenges for CPD are also examined, like budget cuts reducing support from external organizations. The session aims to help participants reflect on improving their own CPD leadership.
The document discusses key aspects of effective teamwork between teachers and paraprofessionals. It states that for a team to be successful, the teacher and paraprofessional must view themselves as partners and solicit input from all members. Clear communication and mutual respect are important. Role clarification is also important for the team to function effectively and reach their goals.
Using Naviance for Student Success Plans in Grades 6-12Naviance
The document discusses the implementation of student success plans using Naviance in grades 6-12. It presents a model for developing student success plans through Naviance that highlights critical components. The district chose Naviance as the platform to house, deploy, and manage student success plans because it allows for electronic data gathering and organizing expectations. School counselors are beginning to lay the foundation for electronic portfolios in Naviance and have already implemented some core components like assessments, goal setting, and capstone projects. Training has been provided to counselors on using Naviance to support the implementation of student success plans.
Unit 06 elementary teacher education program in pakistanZahid Mehmood
The document discusses teacher education and training programs in Pakistan. It notes that there is a quality deficit in Pakistan's education system due to a lack of qualified teachers. It outlines several steps taken by the government to improve teacher training, including requiring a bachelor's degree plus B.Ed for elementary teachers. Various pre-service and in-service teacher training programs across Pakistan are described, along with their eligibility criteria and subjects of study. International organizations are also assisting the government to meet national education policy objectives of improving teacher education.
The Wisconsin Comprehensive School Counseling Model (WCSCM) provides an updated framework for school counseling programs based on national models. It emphasizes implementing a program that serves all students through a school counseling curriculum, individual student planning, responsive services, and system support. Key aspects of the WCSCM include using student standards, individual learning plans to guide academic and career goals, and accountability through program evaluation and audits.
The Graduate Certificate in Higher Education (GCHE) is a 4-unit graduate certificate offered part-time over 4 semesters. It provides training in the 3 primary roles of academics: teaching, research, and service. The GCHE is designed for those working in higher education to help them better understand their roles and develop skills in areas like teaching, learning assessment, research, and more. It aims to help academics achieve excellence in their work and earn an internationally recognized credential. The GCHE is organized at Monash University Sunway Campus and covers topics relevant to the higher education context in Southeast Asia through various course units and activities.
This document summarizes a presentation about extreme course design at the University of Bedfordshire Business School. The presentation discusses the origins and objectives of redesigning courses to improve the student experience and employability. It describes how the courses were redesigned in a non-traditional way, without traditional units or modules, through a creative process involving faculty and input from employers. The new course structure integrates projects and specialty topics and includes elements like a "practice week" and "assessment centre." Stakeholders were also engaged during the redesign process.
This document discusses strategies for improving teacher training programs for foreign language teachers, specifically English teachers, in Sudan and Saudi Arabia. It suggests abolishing colleges of education and replacing them with one-year training courses after undergraduate degrees for teachers. This would attract more motivated candidates into teaching. The training would equip teachers with pedagogical knowledge and classroom skills. The document also discusses the importance of language proficiency and communicative ability in teacher training programs, as well as balancing methodology training with language improvement. It provides historical context on the introduction and development of English language education in Sudan and Saudi Arabia.
Instructional Connections is an independent service provider that offers academic coaching to support online programs. They recruit, train, and assign academic coaches - highly qualified professionals with graduate degrees - to enhance student success. Coaches provide ongoing instructional support under the supervision of university faculty, including facilitating discussions, grading assignments, and handling daily student issues. Coaches are organized in a hierarchy, with coordinating coaches interfacing with faculty and lead coaches managing entire programs. Instructional Connections handles all aspects of recruiting, screening, training, and assigning academic coaches according to university requirements.
Continuing professional develpoment_-_lessons_from_indiaPalani Appan
This document summarizes a study that explored the perceptions of various stakeholders regarding teachers' continuing professional development (CPD) in India. Data was collected from teachers, school administrators, students, parents, and education authorities to gain a holistic view. Preliminary findings suggest there are many differing or "narrow" views of CPD among stakeholders, with more inconsistencies than similarities. This leads to issues in how CPD is conceptualized and implemented in practice. The study aims to provide a more comprehensive understanding of CPD by considering the perspectives of all those involved.
Professional action learning plan and portfolioNigel Ross
The document outlines an accountability framework and professional learning model used by Chaffey Secondary College. It links staff professional development plans to the school improvement plan and includes targets for student learning, engagement, and transitions. The professional learning model incorporates cycles of inquiry, knowledge building, and assessment standards to guide teachers' professional practice and identify areas for growth. Staff create an individual action plan and portfolio to document their learning and reflect on impacts on students.
This document provides information about an Adjunct Academy course for instructors at Houston Community College, including:
- The course meets on Fridays from 9am to 1pm at the Spring Branch Campus from Fall 2016 to Spring 2017.
- The goal is to train instructors to be more effective in engaging students and reducing dropout rates.
- Students will learn strategies for building community, relating course material to students, using various teaching methods, applying technology, and assessing student performance.
Innovation in service teachers training programNur Ali Tejani
The document proposes an innovative framework for in-service teacher training programs with the following key elements:
1. It shifts from one-time training to a continuous development program built around communities of practice, learning partnerships, and networked learning.
2. The program focuses on developing understanding through interactive courses, teacher learning projects, monthly seminars, and online forums to discuss pedagogy, content, attitudes and skills.
3. It emphasizes e-readiness, reflective practice, research, and sharing best practices to interconnect teachers and continuously enhance their knowledge, skills, and professional judgment.
The Naviance College and Career Readiness Curriculum is a blended learning experience for students in grades 6-12 that helps develop critical non-cognitive skills and college knowledge and instills confidence so that students persevere. In this presentation, Curriculum experts Kim Oppelt and Upendra Jejjala present the problems facing today's schools and students, preview the Curriculum lessons, and the highlight the results of the pilot program.
This seminar discusses the University of South Wales' new Assessment FOR Learning policy and how academics can develop their own assessment approaches in line with the policy. The session focuses on outlining the key principles of Assessment FOR Learning at USW, including the assessment lifecycle and ensuring assessment is fit for purpose. The seminar provides an opportunity for academics to share practices and learn from each other on addressing USW's expectations around assessment.
Building Capacity in Your 21st Century Teacherscatapultlearn
We will examine what is needed from building a multi-tiered, differentiated professional development plan to identifying the six performance traits necessary to provide challenge and support to our students.
• Identify the critical attributes of building capacity in a 21st century teacher
• Examine the multi-tiered approach to differentiated professional development
• Identify the six performance traits and what it takes to develop expertise in our students and ourselves.
Enhancing students’ experience of their programme assessment and feedback jou...SEDA
This document summarizes a presentation about two projects aimed at enhancing students' experience with program assessment and feedback: a national project led by the National Forum for the Enhancement of Teaching and Learning in Higher Education from 2016-2018, and a project at University College Dublin (UCD) from 2018-2020.
The national project included seminars, discipline assessment projects, and expert groups to develop understanding of assessment and feedback, analyze needs, and inform enhancements. The UCD project developed new program assessment and feedback principles and collaborated across the institution and within programs to focus on issues like workload and integrated, varied assessment approaches. Both projects involved collaboration between various stakeholders including students, staff, and policymakers and led to resources
This training program provides teachers the opportunity to develop skills in classroom management for senior secondary school. Over the course of two days, teachers will learn strategies to build positive relationships with students, provide attention, coaching and praise, maintain classroom conduct, and decrease inappropriate student behaviors. The goal is to establish a classroom where students are bonded to their teacher and each other, are self-managed, and maximum time can be spent achieving educational standards. The program uses interactive activities, videos, discussions and assessments to strengthen teachers' classroom management abilities.
This document discusses standards for teacher preparation programs in the Houston area. It establishes expectations for educator preparation providers (EPPs) in areas like screening candidates, required training, technology training, classroom observations, and student teaching experiences. EPPs are expected to provide evidence that candidates meet standards in these areas. The document also outlines quality standards for teachers, including teamwork, critical thinking, and communication. School districts will use these standards to improve the quality of new teachers in the workforce.
Handouts for Expanded Roles for Business and Community PartnersNAFCareerAcads
This document defines Career Practicum as a type of work-based learning experience for high school students. It aims to bridge career exploration and preparation by providing applied learning opportunities through interaction with industry professionals. Career Practicum experiences are designed to support specific student learning outcomes in areas like collaboration, communication, and problem solving. The document provides criteria for designing, implementing, and assessing Career Practicum experiences to ensure they are rigorous, integrated with classroom learning, and support college and career readiness.
Elizabeth Lye discusses using blogging and YouTube to engage level 5 students in an online module. She notes that individual student contributions were weighted at 25% and received good feedback and analysis. However, module debates presented possible issues with loose briefs and unpredictable discussions, requiring the module leader to start interesting threads. For future iterations, Lye suggests greater linking of the debate to other module assessments like group presentations and individual essays.
Dr. Mary Fitzpatrick discusses using artifact building to engage students in reflective practice at the University of Limerick. Students in a Teaching, Learning and Scholarship program were required to submit a teaching portfolio including a teaching philosophy, which some found challenging. To help students, Dr. Fitzpatrick had them build artifacts representing their perspectives on teaching individually and then present in groups. This provided a safe, fun, and creative way for students to gain insights into others' views and clarify their own teaching philosophies in an engaging manner. Many students then incorporated this activity into their own teaching practices.
Using Pebblepad to create a clinical skills workbook for Midwifery studentsSHU Learning & Teaching
Roz Haddrill created a clinical skills workbook for midwifery students using Pebblepad to address challenges with paper workbooks. Pebblepad provides an interactive, portable, and easy to complete digital alternative that links to students' e-portfolios as required by regulatory bodies. A pilot of the Pebblepad workbook encountered some technical and adoption challenges but received positive feedback from students and staff. Future plans include expanding the workbook for additional years of study and integrating it with assessment documentation and other learning resources.
Using Naviance for Student Success Plans in Grades 6-12Naviance
The document discusses the implementation of student success plans using Naviance in grades 6-12. It presents a model for developing student success plans through Naviance that highlights critical components. The district chose Naviance as the platform to house, deploy, and manage student success plans because it allows for electronic data gathering and organizing expectations. School counselors are beginning to lay the foundation for electronic portfolios in Naviance and have already implemented some core components like assessments, goal setting, and capstone projects. Training has been provided to counselors on using Naviance to support the implementation of student success plans.
Unit 06 elementary teacher education program in pakistanZahid Mehmood
The document discusses teacher education and training programs in Pakistan. It notes that there is a quality deficit in Pakistan's education system due to a lack of qualified teachers. It outlines several steps taken by the government to improve teacher training, including requiring a bachelor's degree plus B.Ed for elementary teachers. Various pre-service and in-service teacher training programs across Pakistan are described, along with their eligibility criteria and subjects of study. International organizations are also assisting the government to meet national education policy objectives of improving teacher education.
The Wisconsin Comprehensive School Counseling Model (WCSCM) provides an updated framework for school counseling programs based on national models. It emphasizes implementing a program that serves all students through a school counseling curriculum, individual student planning, responsive services, and system support. Key aspects of the WCSCM include using student standards, individual learning plans to guide academic and career goals, and accountability through program evaluation and audits.
The Graduate Certificate in Higher Education (GCHE) is a 4-unit graduate certificate offered part-time over 4 semesters. It provides training in the 3 primary roles of academics: teaching, research, and service. The GCHE is designed for those working in higher education to help them better understand their roles and develop skills in areas like teaching, learning assessment, research, and more. It aims to help academics achieve excellence in their work and earn an internationally recognized credential. The GCHE is organized at Monash University Sunway Campus and covers topics relevant to the higher education context in Southeast Asia through various course units and activities.
This document summarizes a presentation about extreme course design at the University of Bedfordshire Business School. The presentation discusses the origins and objectives of redesigning courses to improve the student experience and employability. It describes how the courses were redesigned in a non-traditional way, without traditional units or modules, through a creative process involving faculty and input from employers. The new course structure integrates projects and specialty topics and includes elements like a "practice week" and "assessment centre." Stakeholders were also engaged during the redesign process.
This document discusses strategies for improving teacher training programs for foreign language teachers, specifically English teachers, in Sudan and Saudi Arabia. It suggests abolishing colleges of education and replacing them with one-year training courses after undergraduate degrees for teachers. This would attract more motivated candidates into teaching. The training would equip teachers with pedagogical knowledge and classroom skills. The document also discusses the importance of language proficiency and communicative ability in teacher training programs, as well as balancing methodology training with language improvement. It provides historical context on the introduction and development of English language education in Sudan and Saudi Arabia.
Instructional Connections is an independent service provider that offers academic coaching to support online programs. They recruit, train, and assign academic coaches - highly qualified professionals with graduate degrees - to enhance student success. Coaches provide ongoing instructional support under the supervision of university faculty, including facilitating discussions, grading assignments, and handling daily student issues. Coaches are organized in a hierarchy, with coordinating coaches interfacing with faculty and lead coaches managing entire programs. Instructional Connections handles all aspects of recruiting, screening, training, and assigning academic coaches according to university requirements.
Continuing professional develpoment_-_lessons_from_indiaPalani Appan
This document summarizes a study that explored the perceptions of various stakeholders regarding teachers' continuing professional development (CPD) in India. Data was collected from teachers, school administrators, students, parents, and education authorities to gain a holistic view. Preliminary findings suggest there are many differing or "narrow" views of CPD among stakeholders, with more inconsistencies than similarities. This leads to issues in how CPD is conceptualized and implemented in practice. The study aims to provide a more comprehensive understanding of CPD by considering the perspectives of all those involved.
Professional action learning plan and portfolioNigel Ross
The document outlines an accountability framework and professional learning model used by Chaffey Secondary College. It links staff professional development plans to the school improvement plan and includes targets for student learning, engagement, and transitions. The professional learning model incorporates cycles of inquiry, knowledge building, and assessment standards to guide teachers' professional practice and identify areas for growth. Staff create an individual action plan and portfolio to document their learning and reflect on impacts on students.
This document provides information about an Adjunct Academy course for instructors at Houston Community College, including:
- The course meets on Fridays from 9am to 1pm at the Spring Branch Campus from Fall 2016 to Spring 2017.
- The goal is to train instructors to be more effective in engaging students and reducing dropout rates.
- Students will learn strategies for building community, relating course material to students, using various teaching methods, applying technology, and assessing student performance.
Innovation in service teachers training programNur Ali Tejani
The document proposes an innovative framework for in-service teacher training programs with the following key elements:
1. It shifts from one-time training to a continuous development program built around communities of practice, learning partnerships, and networked learning.
2. The program focuses on developing understanding through interactive courses, teacher learning projects, monthly seminars, and online forums to discuss pedagogy, content, attitudes and skills.
3. It emphasizes e-readiness, reflective practice, research, and sharing best practices to interconnect teachers and continuously enhance their knowledge, skills, and professional judgment.
The Naviance College and Career Readiness Curriculum is a blended learning experience for students in grades 6-12 that helps develop critical non-cognitive skills and college knowledge and instills confidence so that students persevere. In this presentation, Curriculum experts Kim Oppelt and Upendra Jejjala present the problems facing today's schools and students, preview the Curriculum lessons, and the highlight the results of the pilot program.
This seminar discusses the University of South Wales' new Assessment FOR Learning policy and how academics can develop their own assessment approaches in line with the policy. The session focuses on outlining the key principles of Assessment FOR Learning at USW, including the assessment lifecycle and ensuring assessment is fit for purpose. The seminar provides an opportunity for academics to share practices and learn from each other on addressing USW's expectations around assessment.
Building Capacity in Your 21st Century Teacherscatapultlearn
We will examine what is needed from building a multi-tiered, differentiated professional development plan to identifying the six performance traits necessary to provide challenge and support to our students.
• Identify the critical attributes of building capacity in a 21st century teacher
• Examine the multi-tiered approach to differentiated professional development
• Identify the six performance traits and what it takes to develop expertise in our students and ourselves.
Enhancing students’ experience of their programme assessment and feedback jou...SEDA
This document summarizes a presentation about two projects aimed at enhancing students' experience with program assessment and feedback: a national project led by the National Forum for the Enhancement of Teaching and Learning in Higher Education from 2016-2018, and a project at University College Dublin (UCD) from 2018-2020.
The national project included seminars, discipline assessment projects, and expert groups to develop understanding of assessment and feedback, analyze needs, and inform enhancements. The UCD project developed new program assessment and feedback principles and collaborated across the institution and within programs to focus on issues like workload and integrated, varied assessment approaches. Both projects involved collaboration between various stakeholders including students, staff, and policymakers and led to resources
This training program provides teachers the opportunity to develop skills in classroom management for senior secondary school. Over the course of two days, teachers will learn strategies to build positive relationships with students, provide attention, coaching and praise, maintain classroom conduct, and decrease inappropriate student behaviors. The goal is to establish a classroom where students are bonded to their teacher and each other, are self-managed, and maximum time can be spent achieving educational standards. The program uses interactive activities, videos, discussions and assessments to strengthen teachers' classroom management abilities.
This document discusses standards for teacher preparation programs in the Houston area. It establishes expectations for educator preparation providers (EPPs) in areas like screening candidates, required training, technology training, classroom observations, and student teaching experiences. EPPs are expected to provide evidence that candidates meet standards in these areas. The document also outlines quality standards for teachers, including teamwork, critical thinking, and communication. School districts will use these standards to improve the quality of new teachers in the workforce.
Handouts for Expanded Roles for Business and Community PartnersNAFCareerAcads
This document defines Career Practicum as a type of work-based learning experience for high school students. It aims to bridge career exploration and preparation by providing applied learning opportunities through interaction with industry professionals. Career Practicum experiences are designed to support specific student learning outcomes in areas like collaboration, communication, and problem solving. The document provides criteria for designing, implementing, and assessing Career Practicum experiences to ensure they are rigorous, integrated with classroom learning, and support college and career readiness.
Elizabeth Lye discusses using blogging and YouTube to engage level 5 students in an online module. She notes that individual student contributions were weighted at 25% and received good feedback and analysis. However, module debates presented possible issues with loose briefs and unpredictable discussions, requiring the module leader to start interesting threads. For future iterations, Lye suggests greater linking of the debate to other module assessments like group presentations and individual essays.
Dr. Mary Fitzpatrick discusses using artifact building to engage students in reflective practice at the University of Limerick. Students in a Teaching, Learning and Scholarship program were required to submit a teaching portfolio including a teaching philosophy, which some found challenging. To help students, Dr. Fitzpatrick had them build artifacts representing their perspectives on teaching individually and then present in groups. This provided a safe, fun, and creative way for students to gain insights into others' views and clarify their own teaching philosophies in an engaging manner. Many students then incorporated this activity into their own teaching practices.
Using Pebblepad to create a clinical skills workbook for Midwifery studentsSHU Learning & Teaching
Roz Haddrill created a clinical skills workbook for midwifery students using Pebblepad to address challenges with paper workbooks. Pebblepad provides an interactive, portable, and easy to complete digital alternative that links to students' e-portfolios as required by regulatory bodies. A pilot of the Pebblepad workbook encountered some technical and adoption challenges but received positive feedback from students and staff. Future plans include expanding the workbook for additional years of study and integrating it with assessment documentation and other learning resources.
The document discusses the use of video screencasts to supplement lectures. It provides advantages like videos being easily accessible, supporting flexible learning, and allowing material to be replayed. Disadvantages include potential for reduced lecture attendance and delayed student engagement. Examples are given of using videos for worked problems, modeling answers, and responding to student questions. The document also provides guidance on creating videos, including available recording software, editing options, and publishing platforms.
Working with Student Interns to Enhance our SHU Maths Support ProvisionSHU Learning & Teaching
The document discusses a project using student interns to gather data and ideas to enhance the university's math support provision called Maths Help. The interns identified opportunities to improve sustainability, expansion, and operation of Maths Help. Suggestions included placing funding on firmer footing, promoting Maths Help across all university faculties, and considering additional support modes like targeted sessions to complement popular drop-in support.
This document discusses grade-based assessment (GBA), a system used to provide clearer assessment criteria and faster feedback. GBA was piloted in the Department of Art and Design starting in 2013. It uses a graduated marking scheme that separates marks into grade bands aligned with descriptors. Staff and student feedback was generally positive, finding it provided clearer grade boundaries and expectations while saving time. Analysis of student performance found mean scores and standard deviations were consistent with previous years, indicating grades were not inflated.
Does screencasting improve the student experience in the teaching of radiothe...SHU Learning & Teaching
Radiotherapy planning involves using software to design treatment plans for cancer patients. Traditionally, teaching this involved lengthy lectures on theory followed by a brief software introduction, but this approach focused more on how to use the software rather than why. Screen casting allows recording the computer screen during software demonstrations, allowing students to work through lessons at their own pace while seeing step-by-step explanations. Feedback from students showed they preferred this approach as it provided more detailed explanations and the ability to replay sections, though it lacked the interaction of a traditional classroom.
This document summarizes a study on enhancing student engagement with revision sessions. The study surveyed staff and students across multiple subjects and institutions to compare expectations of revision sessions and identify factors influencing attendance. Key findings included that while staff and student expectations of revision purposes were generally aligned, timing of sessions was a significant deterrent for bioscience students. The study concluded some simple changes could potentially improve sessions, such as offering topic choice in advance, using subject experts to lead, and making sessions more interactive.
Cross course collaboration to improve the assessment outcomes of internationa...SHU Learning & Teaching
This document describes a case study of a collaboration between two modules, Global Marketing and Professional Studies, to improve assessment outcomes for international top-up students. The collaboration included targeted support in Professional Studies on case studies relevant to Global Marketing, providing students a planning grid to structure assignments, extra workshops by the Global Marketing leader, and a detailed assignment breakdown. Results showed improvements, with a higher percentage of international students scoring 50% or above after the interventions. The collaboration aimed to help international students better understand the context and expectations of UK higher education assessments.
This document discusses using Wardbook, a closed social media group, to facilitate virtual discussions between midwifery students and professionals. Wardbook was originally created to improve communication among staff but has since expanded to include students. Students lead discussions on topics and professionals participate, improving students' employability through networking. This benefits both students, who gain experience, and professionals, who maintain continued development through free learning. The discussions have been successful, with high participation rates and professionals using conversations in their portfolios. There are plans to expand Wardbook to involve more universities and global midwifery communities.
Using Facebook to enhance collaborative learning for media law students in jo...SHU Learning & Teaching
This document discusses using Facebook to enhance collaborative learning for Media Law students in journalism. A Facebook page was created in 2014 to provide essential Media Law knowledge, examples of good and bad legal and ethical practices in journalism, and a space for students to collaborate and discuss real-world examples. Student feedback was positive, noting its usefulness, ease of communication, and relevance. However, issues included it not being recognized as an official learning space and requiring ongoing staff time commitment. Overall, it showed potential for creating an engaged learning community around Media Law.
This document discusses how formative multiple choice quizzes (MCQs) can be used to promote deep learning. It begins by outlining the difference between surface and deep learning approaches. Surface learners focus on memorization while deep learners try to understand concepts and make connections. The document then explains how traditional MCQs are typically used for assessment rather than learning. However, it argues that formative MCQs that provide feedback can improve conceptual understanding if designed properly. Specifically, it states formative MCQs should target potential confusions, prime prior knowledge, and be integrated with other active learning methods. Finally, the document acknowledges some limitations but suggests MCQs may promote deep learning if the topic is appropriate and they are combined with reflection
This document discusses strategies for building online learning communities for distance learning students and tutors in a Masters of Education in TESOL program. It outlines challenges students and tutors face with distance learning, including issues with communication, collaboration, feedback and isolation for students and adjusting to change and lack of technical knowledge for tutors. It recommends building community through early tutor presence using orientation tutorials, frequent communication, video lectures and feedback. It also suggests facilitating student-student interaction through orientation, discussions, sharing work and online tutorials. Tutor communities of practice are also recommended through training, ongoing support and experimentation.
Managing informal learning spaces outside the classroom to create an effectiv...SHU Learning & Teaching
This document discusses how managing informal learning spaces outside the classroom can create an effective partnership learning community. It provides evidence that open learning spaces that facilitate interactions between staff and students can increase engagement and learning. The document then describes a new informal learning space created at Norfolk University for the math department, called Norfolk 6. Surveys of students and staff found that Norfolk 6 fostered a sense of community, made staff more approachable, and facilitated group work. It was concluded that shared open learning spaces can support productive work, cross-level learning, and help develop a partnership community.
Putting students in the hot seat: Using a Viva to assess and engage students ...SHU Learning & Teaching
This document discusses using a viva, or oral exam, as an assessment tool for a Tourism Management module. The goals are to increase student engagement, focus on employability, and prepare students for placement searches. Students give a 15-minute viva with no technology or written notes allowed. Feedback is given verbally and recorded. Results showed outstanding student engagement and focus on gaining experience. Students found it challenging but useful for developing skills. Feedback from mock assessments helped students improve.
Social Media Use in Teaching: Results from a questionnaire on use in HESHU Learning & Teaching
The document summarizes the results of a questionnaire on the use of social media in higher education teaching. 333 instructors responded to questions about their use of social media both in general and for a specific course. Key findings include:
- The most useful social media tools for teaching reported were blogs, Twitter, YouTube, and Facebook.
- Social media is primarily being used to share content, facilitate discussion, organize course materials, and promote peer interaction/collaboration.
- Barriers to using social media in teaching included lack of time to learn/implement social media and ethical concerns around privacy and commercialization.
The document summarizes the key findings from 7 UK university projects on improving student retention and success. It finds that developing a strong sense of student belonging, particularly in the academic sphere through supportive peer and staff relations, is central to effective interventions. Practical implications include pre-entry integration activities, extended induction, group learning, personal tutoring, peer support, accessible professional services, engagement monitoring, and staff development. Strategic priorities are institutional commitment, making retention a staff responsibility, developing student and staff capacity, and using data to monitor performance and take action.
Supporting transition through peer assisted learning (pal)SEDA
The document discusses the Peer Assisted Learning (PAL) program at the University of Bradford. The PAL program aims to support student transition and provide opportunities for developing employability skills. It operates across disciplines and involves upper-level students facilitating small group sessions for first-year students. Evaluation shows PAL benefits both first-year students and PAL leaders by improving belonging, skills, and retention. The program has expanded significantly since starting in 2012.
Blackboard Analytics for Learn @JCU – a proactive approach to the use of data...Blackboard APAC
1) James Cook University implemented Blackboard Analytics for Learn to take a dual-pronged, data-driven approach to enhancing learning/teaching and the student experience.
2) Initial rollouts involved customizing dashboards and reports to provide insights for support officers, coordinators, and academics.
3) The analytics aim to inform subject redesign, evaluation, planning and monitoring to improve student engagement, retention and blended learning design.
The document discusses the importance of employability in higher education. It provides definitions of employability from various sources and perspectives. It also outlines the steps Birmingham City University (BCU) is taking to embed employability in the student experience, including making employability skills explicit in degree programs, providing work-related experiences for all students, and supporting staff development through programs like the Master of Education.
The document provides information about a project on analyzing certified recruitment in the education sector for management faculty. It discusses the growing demand for management education in India and provides statistics on the increase in business schools. It then outlines the global trends seen in business school platforms, including an emphasis on real-world experience, specialized curricula with a global focus, and outcome-based pedagogical approaches. Finally, it describes the job responsibilities and requirements for three key roles: Program Director, Head of Department, and Placements and Corporate Relations Officer.
Aims
1. To consider the role of training in staff development.
2. To examine career planning in schools.
3. To outline types of performance appraisal and career counseling.
4. To examine procedures in the case of discipline and dismissal.
UC&R East Midlands event slides 8th June 2010 'Teaching and learning - addres...marienicholson1
Slides from UC&R East Midlands section event 'Skills for Success! Study Skills in Higher Education' 8th June 2010 - 'Teaching and learning - addressing the gaps' - Sandy Gilkes
The document discusses incorporating a residential curriculum approach into student staff training at Cal Poly, San Luis Obispo. It outlines how the university developed learning outcomes based on its mission and used strategies like lesson plans and structured interactions to guide student staff. A key strategy was a "Camp Residence Hall" training where student staff experienced curriculum-based programming and role modeling. Assessment found the residential curriculum approach improved learning and satisfaction for student staff training. The presenters encourage other institutions to assess current training and consider best practices for curricular-based changes.
The First Year Student Enrichment Program (FYSEP) empowers first generation students in their first year at Dartmouth College to thrive academically and in the greater college community. Through a seven day orientation program and year long peer mentoring, FYSEP students participate in college level classes, workshops, activities, and seminars designed to simulate college life and prepare participants to handle some of the challenges they may face during the course of their first year. This workshop will explore successes and challenges of the program’s first two years, focusing on the powerful collaborative partnerships that have been formed among Dartmouth faculty, student support staff, college administration and undergraduates themselves.
The document summarizes a self-evaluation of the curriculum at CCHS. It discusses the strengths and areas for improvement in four themes: 1) the rationale and design of the curriculum, 2) the development of the curriculum, 3) programs and courses, and 4) transitions between stages of education. Some key strengths identified include staff engagement in curriculum development and collaboration. Areas for development include further developing interdisciplinary learning, ensuring curriculum supports positive career outcomes, and improving tracking of student progress and skills development. The document outlines action points for school leadership and all staff to address areas for improvement.
This document provides an agenda and overview for a grade 12 family studies workshop. It discusses the grade 12 course profiles, which include courses focused on food and nutrition, individuals and families, human growth and development, parenting, and fashion. It outlines the assessment and evaluation process, including types of assessment, principles of assessment, and the writing and design process for course expectations. It also covers topics like destinations after grade 12, teaching strategies, safety issues, and multiple intelligences in the classroom.
Flexible CPD (FLEX) is a practice-based academic CPD program at MMU tailored to individual priorities and aspirations. Participants select 5 CPD activities per year and capture their development in an academic portfolio. This allows them to gain credits, meet CPD requirements, and work towards qualifications and professional recognition. The portfolio is intended to help participants reflect on and improve their teaching and research practices through collaborative learning and community support.
Cynthia Roberts has over 15 years of experience in higher education, most recently serving as the Program Coordinator for Humanities & Arts at The Art Institute of Portland from 2012-2015. She scheduled courses, recruited and managed faculty, and ensured program courses supported student success. Under her leadership, first to second term retention increased by 7-8% through development of a first-year seminar course. She also increased support for veteran students and held several leadership roles in committees focused on student success, retention, faculty development, and assessment. Roberts holds an Ed.D. in Instructional Leadership and teaches courses in business, marketing, graphic design, and humanities. Her leadership philosophy focuses on being genuine, observant, supportive
Shaping the future new age faculty can benefit from best-in-class mentoring...Dr. Shivananda Koteshwar
This document discusses best practices for establishing an effective faculty mentoring program. It recommends adopting a model that matches mentors and mentees based on fit, establishes clear goals, and solidifies the relationship through regular communication and support. Drawing from successful corporate programs, it suggests blending academic and corporate cultures by providing access to case studies, leadership talks, and rewards. An effective mentoring program can boost faculty engagement, create lifelong learners, and increase teaching quality.
School Counselors – Become a Change Agent for College and Career ReadinessNAFCareerAcads
Does your school struggle to define the role of school counselors within your academy? This session provides details on what counselors need to know about
the NAF model and how it relates to their daily work. Learn about developmental guidance with a focus on how to connect career counseling with work-based learning. Hear from fellow counselors across the country on how to support students in college and career readiness. This session is crucial for all counselors and school leaders!
Presenter:
Maria Alutto,
Paxton/Patterson
Silvana Richardson: Impactful professional learning for teachers – from input...eaquals
This document discusses effective approaches to continuing professional development (CPD) for teachers. It outlines that CPD requires significant investment and not all initiatives are effective, so it is important to focus on evidence-informed CPD. The key features of effective CPD according to research are that it is needs-based, differentiated for individual teachers, focused on improving student learning outcomes, and provides opportunities for teachers to apply their learning in the classroom. Effective CPD also includes sustained support from initial input through implementation, not just one-off training sessions, and allows time for teachers to learn, apply, and embed new strategies in their practice.
The document discusses the Higher Education Academy (HEA) and its work to improve teaching quality and student success in higher education. Specifically:
- The HEA aims to continuously improve teaching quality through professional development, best practices, and thought leadership. Its vision is to be globally recognized for inspiring excellent teaching.
- The HEA has been involved in developing the UK's Teaching Excellence Framework (TEF), which evaluates teaching quality and recognizes excellent instruction. Core TEF metrics include student satisfaction, retention, and employment outcomes.
- The HEA proposes additional metrics like qualifications and training of teaching staff. Its frameworks are intended to achieve student success through influencing teaching excellence, priorities, principles, and culture.
The document provides guidance for assessors reviewing applications for Associate Fellowship and Fellowship through the Swansea Application Route. It outlines the purpose of the training, an overview of the Inspiring Teaching at Swansea program and pathways to Fellowship. It also discusses expectations for applications at D1/D2 and D3 levels, strengths and weaknesses in applications, and how to evaluate teaching practice and evidence for recognition.
Similar to 3.1 re emergence of tutoring at shu (20)
This document discusses peer review and enhancement (PRE) at Sheffield Hallam University. It explains that PRE is a development commitment for all academic staff focused on personal development through experiential learning. Staff must engage in peer observation and reflection on their teaching practice. Peer observation can cover various teaching activities like lecturing, assessment design, and student engagement strategies. The enhancement process involves four stages: focusing on yourself, your peer, what was found together, and sharing outcomes. Departments will coordinate PRE activities and staff will agree on, undertake, and record PRE before sharing outcomes through appraisal and with peers. More information on the PRE process and resources can be found on the listed blogs.
This document announces a workshop to teach participants how to create rubrics in Blackboard to provide assessment criteria and consistent feedback. The workshop will demonstrate how to build a rubric, associate it with assignments, use it to give feedback and view statistics. Attendees will learn how rubrics display expectations, can be reused across courses, and allow students to see grading criteria and how they met standards.
This document provides guidance on writing assessment criteria and performance indicators to effectively evaluate student work. It discusses:
- The purpose and intended outcomes of developing criteria and indicators aligned to learning outcomes.
- How to structure criteria using active verbs from outcomes and descriptive nouns, and to write threshold, differentiated performance indicators using appropriate adjectives.
- Best practices like ensuring criteria sets are coherent, clear, and manageable, and getting feedback from peers on created criteria and indicators.
This short presentation introduces the concept of Constructive Alignment. The idea underpins the design of assessment, learning and teaching to ensure they work in balance.
This document provides an overview and objectives for an online tutorial on being an academic advisor at Sheffield Hallam University. It discusses the key principles and practices of academic advising, including:
1) Ensuring every student has a single named academic advisor for consistent support throughout their course. Advisors monitor academic progression, personal development, and professional development.
2) Academic advising is part of a three-pronged student support strategy along with student support advisors and employability advisors. Advisors must be able to refer students to other services as needed.
3) Nine principles underpin academic advising at the university, including equity, coherence, consistency, and developing trust and respect between advisors and students
This document discusses the "4Cs" (Consistency, Confidence, Challenge, and Clarity) of effective course-focused teaching practices. It provides activities for teachers to reflect individually and in groups on ordering the importance of the 4Cs and making commitments to improve in these areas. Teachers are asked to identify quick wins and 3 development focuses to improve student experience and engagement on their courses through teaching strategies that demonstrate the 4Cs. The document also includes questions to prompt discussion around how students review their learning and how formative activities can foster student belonging.
The document discusses academic advising at Sheffield Hallam University. It outlines that academic advising is one of three dimensions of the university's student support strategy. Academic advisors act as a consistent personal point of contact and signpost students. They ensure students successfully transition through different stages of their course. Academic advising is based on nine principles including equity, consistency, and trust between advisors and students. The document prompts discussion on implementing the university's academic advising model and supporting students in line with the principles.
The Use of Rubrics to Support Assessment
What, Why, How?
This presentation examines the assessment rubric as a powerful tool to support student engagement, consistent academic practice and high quality feedback.
Project-based Learning
What, Why, How?
Project-based learning is an active learning approach in which a student engages in their learning by working through a project usually over the period of a module.
The document discusses key ideas for producing effective feedback, including integrating feedback into curriculum design, providing timely feedback within 3 weeks, and making feedback clear, focused, supportive, and inclusive of student diversity. It also addresses the importance of developing students' self-evaluation skills and engagement with feedback through dialogue in order to improve learning outcomes. The overall focus is on establishing a learning-oriented framework where feedback helps students to self-regulate and take agency over their learning.
Integrating Employability
Applied Learning
What, Why, How?
This presentation explores the flexible idea of Applied Learning, what it means, why it is important in a course-focused practice context, and what it means to your academic practice.
This document discusses methods for promoting positive student perceptions of group assessments. It suggests that group assessments can promote peer cooperation, collaboration and learning from others if designed well. Key factors in effective group assessment design include clearly explaining the purpose and benefits, ensuring fairness in criteria and effort, and providing feedback to individual students as well as the group. The document provides questions to guide designing groups, assessments, and feedback to make group work a positive experience for students.
Integrating Employability
3+3 Graduate Attributes
What, Why, How?
This presentation explores the adoption of the 3+3 Graduate Attributes model within your discipline, what it means, why it is important in a course-focused practice context, and what it means to your academic practice.
Formative assessment ensures learner engagement by providing feedback to students and staff to help students learn and identify misconceptions. It assesses student progress towards goals through both informal and formal assessment activities integrated with feedback, unlike summative assessment which measures learning through marks. To effectively engage students in formative assessment, it should be student-centered, interesting, and develop their identity and interests in authentically relating their learning to future aspirations through enjoyment and a sense of belonging.
This document discusses course-focused practice in teaching and outlines some challenges and keys ideas. It notes that focusing too much on individual modules can obscure the bigger picture of the course and lead to poor student attendance, engagement, and sense of belonging. It advocates for a more student-centered approach that enhances course meaning and motivation through active learning, formative assessment, group work, and feedback. Key ideas are making connections within and across modules to improve the learning experience and help students find meaning through connection-making.
This document discusses course-focused assessment, which aims to assess students holistically based on the overall course, rather than individual modules. It notes challenges with current assessment practices, including over-emphasis on assessment of learning, poor student engagement, and difficulties providing feedback. Course-focused assessment is presented as a student-centered alternative that designs assessment based on overall course learning outcomes. It allows connections across modules, promotes consistency, and supports students developing their disciplinary identity over time through integrated feedback. The document provides examples of how course-focused assessment can be implemented in practice through collaborative course design and aligning assessments to an authentic learning narrative.
This presentation by Chris Cutforth, Sheffield Hallam University, was developed to introduce academics to the University's Transformational Learning Special Interest Group. The group is open to all academics and welcomes further contributions. Its purpose is to explore how Transformative Learning (Mezirow) and related ideas can be developed and applied in academic practice.
1. Academic Advising :
the Re-emergence of Tutoring at SHU
Lynne Crowe D & S
Lynne Booth SBS
Andy Hirst ACES
Cathy Malone QESS
2. Historical Context
• Feature of elite education
• Tutoring offering high degree staff student contact always been
characteristic of exclusive elite education(Trow 1974 in Myers 2008)
• Academics don’t tutor
• Massification HE, pastoral function removed from academics, concurrent
growth student services.
• Concerns staff student contact time
• Student Engagement research reveals persistent concern staff student
contact time and quality and responsibility for academic support (Thomas
2010, 2012, 2015, Kandiko & Mawer 2013, Kuh 2009, NUS 2010)
• National resurgence interest tutoring
• Professional initiatives (CRA 2015) & UK branch of NACADA (US
National Advising Association 2015)
• Link with retention – financial case(Hixenbaugh & Thomas 2006, &
Thomas 2010).
3. Some tensions & questions
“Mass education renders the informal relationships
between staff and students ......... less reliable and
potentially inequitable”.(Myers 2008)
“Personal contact is seen as an important means by which students will be
retained in higher education, and the gold standard of personal contact is
with an academic“ (Marr & Aynsley-Smith 2006).
Our mass education system with its commitments to inclusivity offers HE
to previously excluded groups. Can we adapt tutoring for a mass
educational context? How do we create an academic system of support
that is;
•personal ?
•professional and consistent?
•rooted in the discipline?
4. Overview of the session:
Tutoring in a mass system
• This workshop will examine how three different subject areas have met the
challenge of embedding academic advice over three years
• This workshop will present three case studies followed by a panel
discussion;
1. Academic Advising for Geography, Environment, Planning and Housing :
Lynn Crowe
2. Academic Advising in SBS : Lynne Booth
3. Academic Advising in Business and ICT: Andy Hirst
4. Panel Discussion
5. Personal and Professional Development
Programme
• Lynn Crowe
• Department of the Natural and
Built Environment
6. Geography, Environment, Planning and
Housing Programme
• Undergraduate programme with four courses - 180 students at each level -
40 staff
• PPD Programme developed to provide students with both academic and
pastoral support, following revalidation in 2011.
• Students are allocated to a PPD tutor, who remains their tutor throughout
their time at SHU, in small groups of around 7-9 students.
• Group tutorials are timetabled through both semesters, as well as one 1:1
session each year to reflect on individual academic and personal
development (and of course, tutors and their students may meet informally
as well).
• Since the programme was developed, the Faculty has developed a new
`academic support` tutor role, and in the GEPH programme, this role is now
delivered via the PPD process.
7. PPD Programme Guidance
• Students and staff are provided with a PPD Guide, and additional
supporting resources via Blackboard, to provide a framework for a
cohesive programme of tutorials.
• The PPD guides contain a tutorial programme, with links to a range of
resources, group exercises, and other information. The main focus is the
development of academic study skills, and placement support and
career planning.
– At level 4, the focus is on transitional study skills and university life,
rights and responsibilities.
– At level 5, there is greater focus on personal development,
employability (for their placement opportunities), and research skills.
– At level 6, the above continues, but with increasing focus on personal
action planning, careers and life after University.
• PPD tutors will often write references for their tutees after they graduate.
8. PPD Programme - Positive Feedback
• Welcomed by students - and a good selling point for prospective
students.
• The majority of staff enjoy the PPD tutor role , particularly the
opportunity to get to know and support a group of students individually
• `Employability` support - covers personal action planning, placement
and work experience, and our Careers and Employability services.
• Support for transitional study skills and independent learning.
• Very first assignment supported, marked and feedback provided via PPD
tutorials.
• Student experience issues explored and resolved before they become
really serious, and in more of an informal setting.
9. PPD Programme - Developments
• Reinforcing the need for PPD tutors to point students at appropriate
services (Student Support, Student Counselling, etc.) where needed.
• Tutors contact the Student Support team as soon as any student is
`absent` from tutorials for more than three sessions.
• We have increased the involvement of our Employability Advisor in the
delivery of the programme. This has also enhanced staff understanding of
the careers service.
• We have agreed an `informal` system for dealing with student experience
and teaching delivery issues where these were related to staff
performance.
• Staff encouraged to contribute to the `supporting resources` part of the
PPD Blackboard site - shares and develops best practice in PPD, and
develops a sense of `ownership` of the programme across the team.
10. PPD Programme - Continuing Challenges
• Consistency of student experience provided by over 30 staff.
• Different experiences can result in lack of engagement by students.
• The support , timely marking and feedback, and moderation of the first
assignment (for a generic, programme wide module) at level 4,
reinforces some of the above challenges. Sensitive negotiation of an
effective but reasonable `light touch` moderation process needed.
• We remain under intense scrutiny over the resourcing of the PPD
Programme. The resourcing is actually similar to an academic advisors'
programme of two 1:1 meetings per year per student.
12. SBS Academic / Professional Advisor role
2014-15 aims
• Support the personal action planning of
students with respect to the development of their
academic and employability skills;
• Support transition into level 4 and bring to the
attention of students resources to support
academic and employability skills development;
• Motivate and support students in their
endeavours to secure a placement at level 5
(slight variation for nutrition courses;
13. SBS Academic / Professional Advisor role -
aims
• Facilitate awareness, understanding and planning for
the future in the context of students’ career
aspirations at level 6;
• Communicate with relevant Course Leaders
concerning any issues affecting the academic and
personal development of students and identify those
students ‘at risk’;
• Act as a personal referee for students when
requested and support students in the development
and completion of a high quality CV.
14. Some continuing issues based on
experience from the last few years:
• Students can be unsure as to purpose and
relevance of APA role
• APAs not always clear about 'what they had to do'
• Feedback from students on meetings is varied
• Flexibility of timing for students is a key issue
15. What we need to continue to do
• Communicate the role to students more powerfully
• Encourage stronger relations between APAs and students e.g. by
aligning seminar tutors with APA role
• Enhance connectivity between APAs and other roles (placement
officers, course leaders)
16. The Scheme in Practice 2014-15
Before the meeting students complete the 'My Agenda' template and bring
to the meeting
Level 4 - focus - academic development
Level 5 - focus - academic development and placement support (additional
forms for tutor to complete during meeting); sign post to Employment
Advisers (where appropriate)
Level 6 - focus - academic development and springboard into work;
encourage students to book one-to-one meeting with Employment Adviser
17. The Scheme in Practice 2015-16
Following the revalidation of the Business Studies and Business "and"
courses, a spine of specialist course modules at Levels 4, 5 and 6 for
each course will include employability and Academic and Professional
Advising activities.
Therefore 2015/16 will be a transition year as we roll out a new Level 4
course, a modified Level 5 and manage out the Level 6 in the old style.
18. 24 hours (two
groups) 2x 12 hours
per group
Speculating on 44
hours - 2 x 22 class
sizeLevel 4 HR:The profession
Week
No
Week Lecture Hrs Seminar Employability APA/Skills
10 1 Introduction/induction/
assessment (1 individual page
interlinked to each other) (CT)
1 Module overview; Getting to know;
Assessment;
Team working and integration -
how personality makes a
difference
11 2 Research and referencing for
beginners
12 3 History - toward SHRM (CT) 1 The context for HR: ipads
13 4 Coaching and learning sets -
feedback
14 5 CIPD accreditation and CPD (LB) 1 History - past, present, future with
case studies
15 6 CIPD Annual Conference and
Exhibition - 4-5 November 2015,
Manchester
16 7 Behaviour, policy,
implementation (CT)
1 CIPD, CPD in a firm - talent and
career planning (LB to do both)
CIPD profession map; entry
level opportunities; mapping
yourself; areas of skill gap
17 8 critical and evaluative thinking
18 9 MI (MB) 1 Behaviour, policy, implementation
(CT both)
How to develop your skills
19 10 Project and time management
20 11 Learning and development (MB) 1 Learning how to learn through
formative Assessment feedback
sessions MB both)
21 12 Impacts Session & XMAS drinks
19. 24 hours (two
groups) 2x 12 hours
per group
Speculating on 44
hours - 2 x 22 class
sizeLevel 4 HR:The profession
Week
No
Week Lecture Hrs Seminar Employability APA/Skills
26 13 Performance management and
reward plus discipline (LB)
1 Giving feedback, Managing
performance: Assessment feedback
sessions
27 14 Website design (1)
28 15 Resourcing/recruiting (MB) 1 MI (relate to the resourcing topic -
eg HR planning
Experience, CV/Linkedin/Blog
29 16 Website design (2)
30 17 ER and legislation - grievance
disputes (CT)
1 Resourcing/recruiting Articulating your value in
Interviews / CVs/presenting
31 18 coaching and learning sets
32 19 Ethical/reflective practitioner
(LB)
1 ER and legislation - grievance
disputes
Formative Assessment
feedback sessions
33 20
34 21 Assessment Catch up 1 Ethical/reflective practitioner (LB) Career Planning and
internships & CV review
37 22
38 23 Guest speaker 1 Coaching and learning sets
20. Our Course Universe
Dr Andy Hirst – Teaching Fellow in
Work Based Learning
Academic tutoring pilot -
Department of Computing
21. Structure
Lectures Tutorials
Intro to the Module (AH) Intro to the Blog (all students)
Intro to professional bodies (IET) - Jake Godfrey a - Making the most of Uni (AH)
Intro to Student Support (Anita Whitworth) b - Making the most of Uni (AH)
SLS (Bea Turpin) a - Using resources effectively (JB)
Guest Lecture (Paul) b - Using resources effectively (JB)
Intro to Employability (AH) a - Understanding Assignments (SC)
Schools Task Launch (AH/VM) b - Understanding Assignments (SC)
1. 28th November – Designing an app.
2. 1st December - Designing a tourism initiative.
3. 2nd December- Setting up a mini enterprise
4. 3rd December - Setting up a mini enterprise
8.30 am - 2.30 pm
Meet your Academic Tutor (check timetable)
Meet your Academic Tutor (check timetable)
a - Developing CV STARS (AH)
b -Developing CV STARS (AH)
Poster Presentation (all day)
23. Other teaching sessions
– Bi-weekly tutorials
• Subjects covered
– Making the most of university - motivation and commitment
– Using resources effectively
– Understanding assignments
– Meet the tutor
– Employability
– Standalone employability exercise
– Poster session
– Online learning blog - Weekly entries read by the tutors
24.
25. Results and Feedback
• High attendance >80%
• Great student feedback (blog)
– Enjoyable sessions
– Useful guidance
– Variety and interest
– Blog useful
– Timetable needs to show alternate sessions
– Meet the tutor sessions need to be earlier
Pixlbot case study
26. What next?
• Level 5 support for employability
• Level 6 support for achievement
27. Level 5 Academic Tutoring Iceberg (including employability support)
Application Support CV check and approval
Review ongoing applications
Unpicking Job descriptions
Choosing jobs
Provide reference
Emotional Support Confidence
Rejections
Motivate
Sign Post (triage) Careers website
Careers advisors
Highlight jobs opportunities
One to one
One to Many
Using AT4
Benefits of a placement experience
Understanding the application process
Understanding employability
Expressing skills and experiences
Understanding job descriptions
Choosing the structure for a CV
Constructing letters
Answering Interview questions
Managing assessment centres
Presentation skills
Peer
Support
Course team
support
Module
Support
(Essential activity)
28. AcademicAdvising For more information on how
academic advising is being implemented please go to
AcademicAdvising section of Teaching Essentials.
The site is under construction but due online from August 2015
Teaching Essentials. Academic Advising
•Case Studies
•Practical resources and ideas for sessions,
Academic Development
Social Development
Professional Development.
•Student Engagement bibliography
•Relevant research
•Links to external sites and tutoring resources for staff.
Contribute to the site
If you have a case study or great idea that has worked well in your academic advice
sessions that you’d like to share, please send it to c.malone@shu.ac.uk.
Resources are also being developed to support staff to explore different aspects of
their own academic advice. These are designed to contribute to Peer supported
Review and FHEA applications. If you’d be interested in piloting these with a
colleague please contact c.malone@shu.ac.uk
29. Selected Student Engagement Bibliography
Kandiko C. & Mawer M 2013 Student Expectations and Perceptions of Higher Education QAA Project
Report
Kuh G.D. (2009) What student affairs professionals need to know about Student Engagement
Journal of College Student Development 50 (6) pp 683-706.
Marr L. & Aynsley-Smith, S. (2006) Putting students first: Developing accessible and integrated
support. In Personal Tutoring in Higher Education Thomas L. & Hixenbaugh 73-82 Stoke on Trent,
UK: Trentham books
Myers J. (2008) Is personal tutoring sustainable? Comparing the trajectory of the personal tutor with
that of the residential warden. Teaching in Higher Education Vol 13 Issue 5 p607-611
Thomas L .,(2010 ) Can you afford not to have a personal tutoring system? Available at
www.nusconnect.org.uk
Thomas L., (2012) Building Student Engagement and belonging in Higher Education at a time of
change: final report for What Works? Student Retention and Success programme. HEFCE HEA PHF
Thomas L., 2015 (forthcoming) Independent Student Learning
Thomas L. & Hixenbaugh P. (eds)(2006) Personal Tutoring in Higher Education Stoke on Trent, UK:
Trentham books
Trow M. (1974) Problems in transition from elite to mass higher education cited in Myers, J. (2008)
Editor's Notes
Academic tutoring, as a context for sustained personal contact between academic staff and students, has long been seen as a highly valued element of an elite education system (Trow 1974 in Myers 2008).
The massification of HE resulted in the stratification of the academic role and removal of the pastoral function from academic tutors, with a concurrent professionalization and growth of student support services.
However, recent research into the student experience reveals ongoing concern with student staff contact time and provision of quality academic support. 2010 NUS reported 30% of students were dissatisfied with support offered by their university; 2015 Thomas (forthcoming) reports the majority of students understood that they needed to study independently but were unsure how to go about this, what this meant in practice.
More recently national professional initiatives, by Centre for Recording Achievement (CRA 2015) & UK branch of NACADA (US National Advising Association 2015) reflect a renewed interest in academic advising, building on research that connects academic tutoring with improved retention rates (Hixenbaugh & Thomas 2006, & Thomas 2010).
Is this the commodification of personal contact in education?
Is there an opportunity here to return to a more holistic and socially constructivist conception of education?
Welcomed by students - and a good selling point for prospective students.
The majority of staff enjoy the PPD tutor role , particularly the opportunity to get to know and support a group of students individually
`Employability` support - covers personal action planning, placement and work experience, and our Careers and Employability services.
Support for transitional study skills and independent learning.
Very first assignment supported, marked and feedback provided via PPD tutorials.
Student experience issues explored and resolved before they become really serious, and in more of an informal setting.
We have reinforced with academic staff, the need to involve our Student Support team wherever an individual student's personal issues become significant enough to affect their studies and where further professional support is needed. Tutors are asked to contact the Student Support team as soon as any student is `absent` from tutorials for more than three sessions (many tutors would email their students long before this as well).
We have increased the involvement of our dedicated Employability Advisor, Laura Kerley, in the delivery of the programme. Laura has provided some excellent supporting resources in her area, including group exercises and web resources for the Blackboard site. Specific sessions from Laura are also now part of the PPD programme. This has enhanced staff and students' understanding of the careers resources available at SHU.
We had to discuss and agree an `informal` system for dealing with student experience and teaching delivery issues where these were related to staff performance. Individual tutors are encouraged to discuss minor issues with colleagues in a respectful and confidential manner. Issues which remain unresolved or which are more challenging, are referred to first the programme leader, and ultimately to a line manager. PPD tutors are encouraged to feed back to their students where action has occurred.
Many individual staff contribute to the `supporting resources` part of the PPD Blackboard site, and we believe this helps to share and develop best practice in PPD.
We have reinforced with academic staff, the need to involve our Student Support team wherever an individual student's personal issues become significant enough to affect their studies and where further professional support is needed. Tutors are asked to contact the Student Support team as soon as any student is `absent` from tutorials for more than three sessions (many tutors would email their students long before this as well).
We have increased the involvement of our dedicated Employability Advisor, Laura Kerley, in the delivery of the programme. Laura has provided some excellent supporting resources in her area, including group exercises and web resources for the Blackboard site. Specific sessions from Laura are also now part of the PPD programme. This has enhanced staff and students' understanding of the careers resources available at SHU.
We had to discuss and agree an `informal` system for dealing with student experience and teaching delivery issues where these were related to staff performance. Individual tutors are encouraged to discuss minor issues with colleagues in a respectful and confidential manner. Issues which remain unresolved or which are more challenging, are referred to first the programme leader, and ultimately to a line manager. PPD tutors are encouraged to feed back to their students where action has occurred.
Many individual staff contribute to the `supporting resources` part of the PPD Blackboard site, and we believe this helps to share and develop best practice in PPD.
The PPD programme now involves around 25-30 staff, and inevitably, trying to ensure a minimum level of consistent student support has been challenging. Some staff go well beyond normal expectations - which can contrast markedly with those very few staff who perhaps are not quite so enthusiastic about the role. The agreed programme and level guides help to address this issue to an extent.
The support, marking and moderation of that first assignment (for a generic, programme wide module) at level 4, reinforces some of the above challenges. In order to provide feedback prior to their next submissions, the marking of the papers is extremely tight. Most tutors are very supportive, but it does require close management. We believe we also now have in place a sensible and effective `light touch` moderation process, appropriate for a level 4 module, across all 30 markers - but this has also taken some negotiation.
We remain under intense scrutiny over the resourcing of the PPD Programme. When the programme was first set up, we were being encouraged by our Faculty to provide 1:1 meetings between academic advisors and individual students at least twice each year. On our programme this would have equated to 180 hours at each level (for a 30 minute meeting per student twice a year). The group tutorial programme plus just the one 30 minute meeting amounts to a little more than this - but not much.