Understand the ways in which an effective partnership with your Students' union can enhance the development of your student-focused activities.
Evaluate a range of approaches to partnership working with your students' union.
Assess your current working relationship with your student's' union and plan ways this can be effectively developed.
Understand the ways in which an effective partnership with your Students' union can enhance the development of your student-focused activities.
Evaluate a range of approaches to partnership working with your students' union.
Assess your current working relationship with your student's' union and plan ways this can be effectively developed.
Professor Helen Marshall, Vice-Chancellor of University of Salford, delivered a keynote focused on delivering a better support of widening participation in Universities. Current agendas that seek to promote “widening participation” and the development of skilled as well as knowledgeable graduates mean that universities need to take a step back to re-examine and challenge traditional curriculum design and delivery models. This paper explores the current landscape and requirements such as modularisation, credits, learning outcomes and levels and how those support and/or constrain curriculum design and delivery that engages and develops students who come from backgrounds that are mixed in terms of previous educational experience, socio-economic class and cultural heritage. The central theme is to challenge perceptions that certain approaches to curriculum design and delivery are not possible because of these requirements.
Higher Ed has a culture of collaboration as part of its DNA. Innovative Salesforce solutions are emerging from schools that are spending significant IT resources to develop amazing solutions for the ever changing higher education landscape. There should be a way for schools to package and benefit from the results of their innovation and labor, while not requiring schools to take on the responsibility of becoming a software company. This talk explores a school-to-school marketplace model that will accelerate innovation, encourage enterprise Salesforce adoption, and use HEDA as a core strategy.
Most of the outstanding faculty members join the institution. They need mentors to clarify the doughts and provide guidance to establish new programs and undertake research and development projects..
Professor Helen Marshall, Vice-Chancellor of University of Salford, delivered a keynote focused on delivering a better support of widening participation in Universities. Current agendas that seek to promote “widening participation” and the development of skilled as well as knowledgeable graduates mean that universities need to take a step back to re-examine and challenge traditional curriculum design and delivery models. This paper explores the current landscape and requirements such as modularisation, credits, learning outcomes and levels and how those support and/or constrain curriculum design and delivery that engages and develops students who come from backgrounds that are mixed in terms of previous educational experience, socio-economic class and cultural heritage. The central theme is to challenge perceptions that certain approaches to curriculum design and delivery are not possible because of these requirements.
Higher Ed has a culture of collaboration as part of its DNA. Innovative Salesforce solutions are emerging from schools that are spending significant IT resources to develop amazing solutions for the ever changing higher education landscape. There should be a way for schools to package and benefit from the results of their innovation and labor, while not requiring schools to take on the responsibility of becoming a software company. This talk explores a school-to-school marketplace model that will accelerate innovation, encourage enterprise Salesforce adoption, and use HEDA as a core strategy.
Most of the outstanding faculty members join the institution. They need mentors to clarify the doughts and provide guidance to establish new programs and undertake research and development projects..
Introduction
Purpose
This document provides necessary information to guide learners to undertake the assessment of the following unit.
· BSBMGT617 – Develop and implement a business plan
Unit summary and application
This unit describes the skills and knowledge required to run a business operation and covers the steps required to develop and implement a business plan.
It applies to individuals who are running an organisation or who take a senior role in determining the effective functioning and success of the organisation. As such, they may oversee the work of a number of teams and other managers.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
Sector
Management and Leadership – Management
Pre-requisites
There are no recommended pre-requisite units for this unit.
ASSESSMENT INFORMATION for students
Throughout your training, Kingston Institute of Australia is committed to your learning by providing a training and assessment framework that ensures the knowledge gained through training is translated into practical on the job improvements.
You are going to be assessed for:
· Your skills and knowledge using written and observation activities that apply to the workplace or a simulated environment.
· Your ability to apply your learning.
· Your ability to recognize common principles and actively use these on the job.
All of your assessment and training is provided as a positive learning tool. Your assessor will guide your learning and provide feedback on your responses to the assessment materials until you have been deemed competent in this unit.
Assessment Process
The process we follow is known as competency-based assessment. To achieve competency in this unit, you need to consider the components of the training package and fulfill the assessment requirements. Some of the components are Elements, Performance Criteria, Performance Evidence, Knowledge Evidence and Assessment Conditions. For more details on components, please visit the following links and search for the unit using the unit code;
https://training.gov.au/Training/Details
In competency-based assessment, the evidence of your current skills and knowledge will be measured against national standards of best practice, not against the learning you have undertaken either recently or in the past. Some of the assessment will be concerned with how you apply your skills and knowledge in the workplace, and some in the training room as required by each unit.
The assessment tasks have been designed to enable you to demonstrate the required skills and knowledge and produce the critical evidence to successfully demonstrate competency at the required standard.
Your assessor will explain the assessment process and ensure that you are ready for assessment. Your assessment tasks will outline the evidence to be collected and how it will be collected, for example; a written activity, case study, or demonstration and observation.
If you have a.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
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
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
2. • To complete this module, read through the materials, then complete the relevant
quiz on Blackboard.
• In order to answer all of the questions on the quiz, you will need to read through
all of the information, including the linked resources.
• You will also need to read through the Course Rep Handbook, and ‘What to do if…’
document.
• These are available on the Course Rep Resources page of the Students’ Union
website, along with lots of other information that is relevant to your role as a Rep.
Welcome to the online module
3.
4. Module objectives
By the end of this online module, you will be able to:
• Outline the role of Course Reps within the structure of the academic representation
system.
• Gather student opinion on suggested changes to programmes, as well as general
academic feedback on a regular basis.
• Collaborate with other Reps in order to create an approachable and visible
presence within the student body.
• Signpost students with specific concerns to a range of relevant support services.
5.
6. What is a Course Rep?
• Course Reps are student volunteers, elected for a year to
represent the views of their cohort at course-level, in
meetings with academic and administrative staff, as well as
senior staff.
7. • At least one Course Rep exists for each Degree Programme
or cluster of interconnected courses, consisting of fewer
than 50 students per year.
• For Programmes with more than 50 students per year, at
least two Course Reps will be appointed.
What is a Course Rep?
8. • Reps are responsible for receiving and collating student
feedback relating to their academic course as well as
passing this information on to relevant staff or volunteers
as appropriate.
What is a Course Rep?
9.
10. The academic representation system
• The representation system is based on
the work of over 430 Course Reps.
• Each Department also has a Department
Rep, who is the lead for Course Reps in
that department.
11. • Department Reps also work closely with College
Reps, who sit on College Academic Committees,
feeding key departmental issues up to higher
levels.
• The Students’ Union Education Officer works
closely with all Reps and raises issues that require
immediate attention to senior management level.
The academic representation system
12.
13. What can you help with?
The main areas of feedback for Course Reps are:
• Assessment and feedback (see the feedback charter)
• Learning and teaching
• National Student Survey
• Learning resources
• Curriculum
• Delivery of teaching.
14. • It is not within your role to support students with individual
complaints, or non-academic issues such as welfare, financial or
careers advice.
• However, you are able to help them by signposting them to the
appropriate service, who will then be able to support them.
• You should familiarise yourself with the services available to
students, so that you are able to point them in the right direction for
support.
What are you unable to help with?
15. The feedback loop
The cycle of academic
representation begins
with gathering
feedback from
students, and ends
with feeding back to
them the outcomes of
discussions with staff.
Gather
feedback
from
students
Pass on
feedback to
staff
Gather
input from
staff
Develop
solutions &
ideas
Feedback
to students
16. The feedback loop
1. Gathering feedback
from students
Gather
feedback
from
students
Pass on
feedback to
staff
Gather
input from
staff
Develop
solutions &
ideas
Feedback
to students
17.
18. Gathering feedback from students
As a Course Rep, it is important to create a visible, approachable
presence among the students in your programme. This will
enable you to:
1. Ensure that general feedback on academic issues is gathered
from students on a regular basis.
2. Seek opinion on specific changes to academic programmes
proposed by departments.
19. To be as visible as possible, it is useful to use a number of different platforms to
gather student feedback.
You could try:
• Doing a ‘shout-out’ before the start of a big lecture (with the lecturer’s permission).
• Emailing the students on your course using Blackboard, or through your
department administrator, to ask for direct feedback.
• Setting up a Facebook group for students on your course to post their feedback.
• Sending out an opinion poll or survey using an online tool such as Survey Monkey.
Gathering feedback from students
20. • It is also worth collaborating with other Reps from your department
in order to collate student feedback into agenda items that can be
discussed at Student Staff Committee (SSC) meetings.
• When collating feedback, it is important to ensure that the
confidentiality of the students that gave you the feedback is
maintained.
• Unless students have given permission for their details to be shared,
all feedback should be anonymous.
Gathering feedback from students
21. The feedback loop
2. Student Staff
Committee (SSC)
Gather
feedback
from
students
Pass on
feedback to
staff
Gather
input from
staff
Develop
solutions &
ideas
Feedback
to students
22.
23. Student Staff Committee (SSC)
• As a Course Rep, you are expected to attend at least one SSC per term,
although you should aim to attend them all.
• This is your opportunity to pass on the feedback gathered from students in
your year to staff from your department.
• This includes positive feedback, suggested improvements and potential
concerns that have been raised.
• You will receive details of each meeting in advance, including an agenda,
from the secretary of the meeting.
24. • At SSC meetings, each Course Rep from the department is given a chance
to outline the feedback they have received.
• You will be able to gather input from staff, and discuss ideas for solutions
and improvements that can be implemented in the department.
• Action points will be agreed for both staff and Reps, and these will be
noted on the minutes for the meeting.
• At the start of each meeting, the minutes from the previous meeting will be
discussed, and action points will be followed up.
Student Staff Committee (SSC)
25. • If any urgent issues have been brought up, it may be best not to
wait for the next SSC to pass on the feedback.
• By speaking to a member of staff straight away, you may be
able to resolve the issue more quickly.
• If a solution is found before the SSC, it is still worth mentioning
the issue at the next meeting in order to let the other Reps and
members of staff know that the issue has been resolved.
Student Staff Committee (SSC)
26. The feedback loop
3. Feedback to
students
Gather
feedback
from
students
Pass on
feedback to
staff
Gather
input from
staff
Develop
solutions &
ideas
Feedback
to students
27.
28. • The feedback loop is a continuous cycle, and it is important to let students in your
year know what has been discussed at SSC, and the decisions that are made.
• This is known as ‘closing the feedback loop’, and shows the students you represent
that their feedback is being passed on and acted upon.
• Sometimes, closing the feedback loop may include giving students information
about why a certain issue cannot be changed, or passing on feedback from staff to
the cohort.
• Similar to gathering feedback, it is best to close the feedback loop across multiple
platforms.
Feedback to students
29.
30. • To recognise your work as a Course Rep, you can be awarded a Bronze,
Silver or Gold Course Rep Accreditation.
• Throughout the year, Reps can gain points by engaging in a variety of
activities across the University and Students’ Union.
• To gain the Silver or Gold, you need to achieve at least the minimum
requirements allocated to each level.
• Each month, an individual who stands out as a result of their engagement
in student representation will also be named Rep of the Month.
Course Rep Accreditation
31.
32. • A number of additional workshops provided by the SU Training
Team can count towards your Course Rep Accreditation.
• These workshops aim to help you improve your skills as an
Academic Rep, as well as building transferrable skills.
• You can book onto a session through the online booking form.
• For updates, follow @su-training on Twitter, or like the ULSU
Training Facebook page.
Further training
33. Development Coordinator (Academic)
Elena Boaru edb6@le.ac.uk
Education Officer
Azza Abdulla aa1007@leicester.ac.uk
Training Coordinator
Hannah Winslade hw232@leicester.ac.uk
Useful contacts
