An authentic approach to developing holistic graduates
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This document discusses an authentic approach to developing holistic graduates through the Venture Matrix scheme at Sheffield Hallam University. It provides examples of how Venture Matrix has supported over 70 undergraduate and postgraduate modules by facilitating authentic learning opportunities in the community. These opportunities allow students to gain work and life experiences, apply their subject knowledge, develop self-awareness and skills through hands-on activities in real-world settings off campus. The document describes three case studies of modules in hospitality, sport, and criminology where Venture Matrix collaborated with external organizations to provide experiential learning outside the classroom.
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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.
Intergrating Employability
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.
Group Assessments
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.
Intergrating Employability
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
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.
Course-Focused Practice
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.
Course focused assessment
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.
Course wide course-long learning
Course-wide course-long learning
Supporting students to make connections from assessment across their course
What, Why, How?
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Inclusive Practice - Evidence: The Sector View
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
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You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
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Answers about how you can do more with Walmart!"
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An authentic approach to developing holistic graduates
- 1. An authentic approach to developing holistic graduates Charmaine Myers - Academic Development (Employability/Lead for Venture Matrix)
- 2. Skills & Attributes Work & Life Experience Subject Knowledge, Understanding & Application Self Awareness & EI Reflection & Evaluation Self Efficacy Self Confidence Self Esteem PPDP/e-portfolio Holistic Graduate Life-wide & Life-long Learning + Contribution to Society Employable Self-Reliant & Resilient (modified from Dacre-Poole & Sewell, 2007 model of graduate employability) Career Management & Development
- 3. Venture Matrix Scheme @ SHU Venture Matrix has supported over 70 UG & PG modules deliver authentic learning in 15/16 •Support colleagues with curriculum design (for authentic learning) •Build and maintain relationships with organisations & schools •Source discipline-specific authentic learning opportunities •Organise logistics e.g. arrange meetings with stakeholders, events management, resources & transport (cost to dept.) •Maintain information on BB •Identify opportunities for inter and multidisciplinary collaboration •Support with delivery e.g. brief students, introduce client, safe- guarding training
- 4. Places and Spaces both on and off Campus
- 5. Case Study 1 - Hospitality Module – Hospitality (Sheffield Business School) Who? – c. 23 Level 6 Hospitality Students 1 Tutor 1 Venture Matrix Staff Staff from Football Unites, Racism Divides (FURD) Staff & Trustees from Stoney Middleton Hertiage Centre Where? – On-line, On-campus & Sheffield Community Cafe (FURD) Heritage Centre (Stoney Middleton, Derbyshire) When? – Semester 1 & 2
- 6. Case Study 2 - Sport Module – Sport Who? – 27 Level 6 Sports Journalism Learners 1 Tutors 1 Venture Matrix Staff Staff and volunteers from Sheffield Royal Society for the Blind (SRSB) Where? – Gym, On-campus & in local not-for-profit organisation When? – Semester 2
- 7. Case Study 3 - Criminology & Social Science Research Module – Grad2 Who? – c. 300 Level 4 Criminology & Social Science Learners 17 Tutors 4 Venture Matrix Staff South Yorkshire Police Staff c. 120 high school pupils and their teachers Where? – On-line, On-campus & in local schools When? – Semester 2 (Semester 1 Grad1 – Research Methods)
- 8. direct learning activities for holistic, active learning (Based on Fink, 2003) Getting Information & Ideas Experience Reflective dialogue, with: Doing Observing Self Others Direct Primary data Primary sources "Real doing", in authentic settings Direct observation of phenomena Reflective thinking Journaling Dialogue (in & out of traditional classroom)