This document provides an overview of the University of South Wales' approach to embedding employability within their sports coaching curriculum through a case study. Key aspects of their approach include:
- Integrating work-based learning opportunities and qualifications throughout all three years of degree programs in football and rugby coaching. This includes placements, modules, and obtaining coaching licenses.
- Curriculum design with progressive development of skills from preparation to application to critical reflection across the three years.
- Strong partnerships with organizations to provide students placement and employment opportunities.
- Support for students including mentors, employers forums, and an employability coordinator to help coordinate work-based learning.
- Assessment of employability skills through reflective logs,
This slide show describes extension activities as well as outreach activities for NAAC. It deals with designing, checklist, problems, types of activities and reporting.
This slide show describes extension activities as well as outreach activities for NAAC. It deals with designing, checklist, problems, types of activities and reporting.
HEA Fellowship Assessor and mentor trainingLouise Rees
A training session for Swansea University staff involved in the internal route for assessing HEA fellowship applications (all categories). Session held January 20 2016
Support for NQSWs & cont professional developmentIriss
Presentation from Scottish Social Services Council on support for newly-qualified social workers and pilot schemes for supported and assessed first year in practice, in context of wider continuing professional development and planning. Given at Shaping our Future Conference, 31 May 2019 at the University of Strathclyde.
• The monitoring and evaluation of the institutional processes require a carefully structured system of internal and external review. The NAAC expects the Institutions to undertake continuous Academic and Administrative Audits (AAA). This presentation is intended to serve as advisory to all accredited HEIs who volunteer to undertake AAA. The pros and cons of this process are also highlighted. Academic and Administrative Audit is the process of evaluating the efficiency and effectiveness of the administrative procedure. It includes assessment of policies, strategies & functions of the various administrative departments, control of the overall administrative system, etc. This checklist gives an overview what the audit committee members may look into while visiting an institution for this purpose. It invariably follows the Quality Indicators Framework prescribed by Accreditation Council in India.
HEA Fellowship Assessor and mentor trainingLouise Rees
A training session for Swansea University staff involved in the internal route for assessing HEA fellowship applications (all categories). Session held January 20 2016
Support for NQSWs & cont professional developmentIriss
Presentation from Scottish Social Services Council on support for newly-qualified social workers and pilot schemes for supported and assessed first year in practice, in context of wider continuing professional development and planning. Given at Shaping our Future Conference, 31 May 2019 at the University of Strathclyde.
• The monitoring and evaluation of the institutional processes require a carefully structured system of internal and external review. The NAAC expects the Institutions to undertake continuous Academic and Administrative Audits (AAA). This presentation is intended to serve as advisory to all accredited HEIs who volunteer to undertake AAA. The pros and cons of this process are also highlighted. Academic and Administrative Audit is the process of evaluating the efficiency and effectiveness of the administrative procedure. It includes assessment of policies, strategies & functions of the various administrative departments, control of the overall administrative system, etc. This checklist gives an overview what the audit committee members may look into while visiting an institution for this purpose. It invariably follows the Quality Indicators Framework prescribed by Accreditation Council in India.
Presentation at the HEA-funded workshop 'Rendering explicit the implicit: Promoting and balancing effective learning and employability within the undergraduate curriculum'.
The workshop aimed to act as a conduit for the dissemination of relevant research, good practice and innovation in (1) sociology students’ understandings of their employability and the implications for higher education policy and practice (2) how to balance both effective learning and employability within the undergraduate sociology curriculum.
This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/1gepkbc
For further details of the HEA's work on employability and global citizenship in the Social Sciences, please see: http://bit.ly/17n8Knj
Technology can offer many opportunities and benefits to students in helping them to develop and communicate their employability skills. However many educational providers miss vital opportunities to equip students with the skills needed in the modern workplace.
This presentation summarises the findings from the recently launched 'technology for employability' report, focusing on an emerging vision for how universities and colleges can best prepare students for life and employment in a digital world.
Curriculum design, employability and digital identityJisc
From Jisc's student experience experts group meeting in Birmingham on 21 April 2016.
https://www.jisc.ac.uk/events/student-experience-experts-group-meeting-20-apr-2016
Session3 the uk professional standards framework march_2013Rajesh Dhimar
This session describes recent developments with the UK Professional Srandards Framework, what it is, how it was developed and how it is being used across higher education to enhance learning and teaching and continuing professional development.
Presentation at HEA-funded workshop 'Fit for the workplace - collaborative approaches to enhancing graduate employability in Sport '.
The workshop was integrated with the university’s undergraduate Sport Employability Conference (SEC) and provided delegates with the opportunity to discuss approaches to enhancing graduate employability whilst also observing students showcasing their work based learning. Sessions included engagement with a wide variety of national and local employers.
This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/SKAMpE
For further details of the HEA's work on Employability and Global Citizenship in the Social Sciences see: http://bit.ly/17n8Knj
Students First 2020 - Creating a comprehensive student support ecosystemStudiosity.com
As we continue this year's online Symposium series, we were joined by Professor Angela Hill, DVC Education at ECU and Professor Rowena Harper, Director, Centre for Learning and Teaching at ECU, who generously shared Edith Cowan's in-depth and dedicated approach to student support.
Session Chair: Prof Judyth Sachs, Chief Academic Officer, Studiosity
The ePortfolio engagement process at the University of Queensland is led by the simple but critical precept of viewing ePortfolio integration firstly from a teaching and learning perspective. Leading with pedagogy will explore the implications of commencing the engagement process with pedagogy to the fore, and the impact that this has on ePortfolio use and uptake across the University. Several program-level ePortfolio case studies will be unpacked to show the process of leading pedagogical change in action, including the modification of existing learning tasks, the adoption of new assessment modalities, and the potential for improved tracking of student progress and achievement.
Similar to Embedding employability within the curriculum: a USW Case Study - Rob Griffiths & Paul Rainer (20)
Another list of useful resources for initial teacher education, created by UK teacher educators with support from the HEA. The lists have been maintained by Kathy Wright.
In 2012 the Higher Education Academy worked with teacher educators from across the UK to curate a list of useful resources in this area. Kathy Wright has maintained and updated this list.
The 'live' version of my talk at the HE and FE Show 2015 in London, introducing the Higher Education Academy's Framework for student engagement through partnership. https://www.heacademy.ac.uk/frameworks-toolkits/frameworks Here I used Haiku Deck to create a presentation with images as backgrounds to slides.
Another version is available here: http://bit.ly/1VPlQpj which includes more text.
Slides to support short presentation by Kathy Wright at the 2015 HE and FE Show in London on 14 October. The presentation is taken from previous keynotes by Dr Abbi Flint of the Higher Education Academy.
This report contains the preliminary findings from a research project that aimed to explore:
• What is the current practice around teaching social science research methods to undergraduate medical students in the UK: what is being taught, how are teaching and learning organised within the curriculum, how is content is delivered, to and by whom and how is student learning assessed?
• And, what are the challenges and opportunities around developing this teaching and learning practice and the curriculum and policy contexts that frame it?
This workshop was held as part of the HEA Enhancement Event 'Technology enhanced learning: What can we learn from MOOCs?'. The presentation forms part of a blog post about this workshop which can be accessed via: http://bit.ly/1AbOtCA
For further details of the enhancement event, please see: https://www.heacademy.ac.uk/events-conferences/event10203
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1wVOUxf
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1wVOUxf
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1wVOUxf
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1wVOUxf
This presentation is linked to a workshop presented at the HEA Enhancement event 'Ways of knowing, ways of learning: innovation in pedagogy for graduate success'. The blog post that accompanies this presentation can be accessed via http://bit.ly/13zCShG
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via
This presentation is linked to a workshop presented at the HEA Enhancement event 'Ways of knowing, ways of learning: innovation in pedagogy for graduate success'. The blog post that accompanies this presentation can be accessed via http://bit.ly/1yYJket
This presentation is linked to a workshop presented at the HEA Enhancement event 'The full picture: the journey from listening to partnership in student engagement'. The blog post that accompanies this presentation can be accessed via http://bit.ly/129riIW
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
3. Curriculum Design
Year 1
• PREPARATION
• Ensuring appropriate knowledge base
• Develop relevant skills (leadership, communication, organisation)
• Application within peer group environment
• Introduction to key initiatives/programmes e.g Street Games
Year 2
• APPLICATION
• Undertake community placement
• Opportunity to join Active Valleys
• Expectation that student acquires a significant number of vocational awards
Year 3
• CRITICAL REFLECTION
• Extended piece of critical writing
• 140 hour community placement – leading on projects
• Development of critical reflection, analysis and discussion techniques
4. Year 2 modules
Sport Placement Module
• 40 hours of ‘delivery’ in a community
sport setting
• Options include: Primary school extra-
curricular delivery; competition
organisation; and StreetGames
community sport delivery
• Working with key partners – Sport RCT,
Sport Caerphilly, StreetGames & Merthyr
Sports Development
• Rugby & Football degree programmes
focus on sport specific community
placements
5. Year 3 modules
Applied Professional Project (40c)
• Option for students on all sport degree
programmes
• Taken instead of a dissertation
• Students undertake a placement for a day a
week over a period of at least 20 weeks with an
employer
• Students are required to write a report based on
a project that they deliver during their
placement
• Ideal for those students wanting to gain
significant industry experience
6. Year 3 modules
Work-Based Learning (20c)
• Option for students wishing to do a dissertation
• Provides an opportunity to undertake work-based learning
alongside a research project for their dissertation
• Students undertake a placement for a day a week over a
period of at least 20 weeks with an employer (140 hours)
• Students are required to write 2 reflective essays or their
experiences whilst on their placement
7. Academic Staff
1. Previous industry
experience
2. Strong engagement with
industry
3. Research interests within
student employability
4. Employability acknowledged
within workload
8. Student Support
• Designated industry mentors
and academic supervisors
• WBL Handbook
• Employers handbook
• Employers forum
• Timetabled sessions
• E-portfolio
• Sports Jobs & Careers
9. WBL Coordinator & Lecturer
• To co-ordinate and manage the work placement opportunities with National Governing
Bodies, Local authorities, professional organisations and schools
• To deliver workshops/tutorials to students in aspects of professional development in
the workplace
• To develop and maintain a working relationship with external agencies and to assist and
support students work placements in the area of sports coaching and performance.
• To provide mentorship to students that are on placements
• To contribute to the delivery of sports coaching modules as necessary.
• To perform administration and assessment associated with student placements.
• To provide regular reports and assessments in relation to the coaching ability of
students whilst on placement
• To co-ordinate and manage collaborative work based learning forums.
11. Innovative Practice
• USW Sport Student Enterprise – ‘Active Valleys’
• Run by sports students from years 1, 2 and 3
• Currently have a
number of contracts
with local authorities
to deliver sport to the
community
• Gain experience of
running a ‘business’
in sport
12. Employability Conference
• Employers advertise their job roles and placements to prospective students
• Students apply for and are selected for particular roles by the employers (via
application form/CV and interview)
• Each year, sports students attend an Employability
Conference
• Provides valuable interview and
industry experience in a supportive
and purposeful environment
• Allows for important networking in
the sports sector
13. Partnerships
Post Organisation
Football Development Officer Welsh Football Trust
Junior Sports Assistant RCT
WRU Enterprise Academy WRU
5x60 assistants RCT and Caerphilly
Competition Assistant Cricket Wales
Sport Policy Unit Welsh Government
Hockey Development Officer Hockey Wales
Assistant Instructors RCT Outdoor Activity Centre
Rowing Participation Officer Welsh Rowing
Leisure Project Officers Halo Leisure