Rethinking the personal tutor system SEC Feb 2015
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The document presents a proposal to reimagine the personal tutor system at UWS to address challenges like inconsistent visibility and engagement. It proposes a partnership model for student support where hierarchies are disrupted, ownership is shared, engagement is supported, and a sense of belonging is promoted. This model is based on the ideas of mutual respect and constructive challenge between students and staff.
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From Outcomes to Outputs: Shifting the Culture of Assessment in the 21st Cent...
Can students act as ‘change agents’ in reshaping the learning landscape? ALT...
Can students act as ‘change agents’ in reshaping the learning landscape? ALT...
Employability & the Sociological Imagination - HEA workshop
Employability & the Sociological Imagination - HEA workshop
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Delivering an engaging student experience through partnership, he and fe show...
Delivering an engaging student experience through partnership, he and fe show...The Higher Education Academy
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.Learning in partnership: presentation to SAUWS/sparqs
This document discusses the concept of learning in partnership between students and universities. It advocates treating students as active partners in learning rather than just passive receivers of information. True partnership is described as an ethos of collaboration and mutual benefit, beyond just listening to student voices or running isolated engagement initiatives. The authors explain how they have implemented partnership approaches at their university through practices like disrupting traditional teaching, integrating negotiated learning, and empowering students as pedagogical consultants and knowledge producers. Student feedback indicates that early adoption of these partnership models can facilitate more stimulating and enriching learning.
From student engagement to agency: embedding reflective practice in student ...
From student engagement to agency: embedding reflective practice in student learning through the use of learning analytics
HEIR 2015 Presentation: Engagement to agency.
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1. The document discusses involving students as partners in curriculum design to make higher education more accessible and inclusive. It suggests students should be involved in the design, delivery, and evaluation of learning to foster a sense of community and ownership.
2. Quotes from students and academics advocate for students as partners rather than just consumers. This could help prevent students feeling changes are "done to them" and instead feel they are "done with them". It could lead to greater ownership over their education.
3. Involving students as partners and "change agents" supports viewing them as active collaborators rather than just consumers. This has the potential to help bring about social and educational transformation.
A
This document discusses student engagement, examining its foundations and ways to implement it effectively. It provides an overview of the roots of student engagement concepts in previous research. It explores student engagement through a constructivist lens, seeing it as a multidimensional concept influenced by student expectations, workload, autonomy, relationships and sense of community. The document advocates for partnership between students and educators to foster engaged learning and outlines some principles and examples of enhancing student engagement, including in combined honors degree programs.
student_engagement.ppt
This document discusses conceptualizing student engagement to improve policy and practice. It begins by outlining goals of developing a shared understanding of engagement, a concept map, and principles to guide practice. It then reviews dominant conceptions focusing on behaviors and surveys. Problems with this paradigm are discussed, including that engagement is holistic, socially constructed, and dynamic. Alternative qualitative research perspectives are presented focusing on influences like expectations, relationships, and belonging. A revised definition of engagement and principles for engaging students are proposed. The document concludes by reviewing approaches that work like learning communities and a whole institutional approach, and establishing a network to further engagement work.
Pgcap session 4 powerpoint slides (3)
The document outlines an agenda for an active learning session. It will include activities to review current needs, design new teaching experiences, and get peer feedback. It also discusses different active learning strategies like cooperative learning and problem-based learning that promote analysis, synthesis and evaluation. The session aims to connect the content to assignments. A copy of the session plan will be shared to exemplify constructive alignment.
Dennis Pruitt, CBMI 2017 - Student Affairs
Dennis Pruitt, CBMI 2017 - Student AffairsUniversity of South Carolina Division of Student Affairs and Academic Support
This document provides an overview of a presentation on student affairs. It discusses how student affairs professionals are facing increasing challenges and expectations to help solve societal issues. The presentation aims to help attendees understand the foundations and roles of student affairs, as well as trends in the field. It also outlines several functional areas that student affairs encompasses and how it provides services to both students and institutions.Seizing the Agenda - Raising the ceiling | Moving teaching from good to great...
The document discusses establishing evidence-informed teaching practices in schools. It notes that schools now have more autonomy and responsibility for teacher professional development. Effective professional development requires sustained support over time, opportunities for practice and reflection, a focus on student outcomes, and addressing teachers' starting points. School culture and leadership are important for developing evidence-informed practice through collaborative research and development approaches and continuous professional development.
Student Observation of Teaching: Partnerships for individual growth and cultu...
This document describes a student observation of teaching scheme at the University of Sheffield that aims to foster collaboration between students and staff to enhance teaching quality. Students volunteer to partner with staff in other departments and provide feedback on teaching observations. Both students and staff find benefits, including students gaining a deeper understanding of teaching and feeling more empowered, and staff improving their practices based on student feedback. The scheme is based on theories of student-staff partnerships and collaborative professional development. Areas for further improvement include providing more support for developmental conversations and finding ways for participants to more widely share the benefits of the scheme.
The personal touch personal tutoring and the impact on retention
The document discusses the role of personal tutoring in higher education and its impact on student retention and success. It notes that while personal tutoring alone does not have a significant scalar impact on retention, it can impact individual student outcomes and resilience. Personal tutoring provides academic and pastoral support and a link between students and support services. The document examines challenges with personal tutoring and argues that institutions need to view it as a valued role and provide training for tutors. It also calls for more holistic student support systems that integrate personal tutoring and focus on developing student characteristics like persistence.
Dennis Pruitt, CBMI 2016 - Student Affairs
Dennis Pruitt, CBMI 2016 - Student AffairsUniversity of South Carolina Division of Student Affairs and Academic Support
"Student Affairs," presented by Dennis Pruitt at the College Business Management Institute, 2016
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Through our team of experts, the Division of Student Affairs and Academic Support enrolls academically prepared students and connects them with experiences and resources that will help them achieve a lifetime of meaningful leadership, service, employment and continued learning. Learn more at sc.edu/studentaffairs. Module 8 Fostering peer relationships
Teachers and Teachers’ Aides Working Together is a professional development resource for schools. It has nine modules that teachers and teachers’ aides complete together.
HE Course and Module Evaluation Conference - Kate Little
The document discusses moving from a consumerist model of student feedback to a partnership model where students are engaged as co-creators in the learning process. It advocates for surveys to be embedded within broader student representation and engagement, with students and staff jointly responsible for identifying issues, developing solutions, and implementing changes. Case studies from Gloucestershire and Glasgow universities demonstrate iterative evaluation processes where student feedback directly impacted module improvements. Principles for research emphasize empowering students and staff to work together towards a shared quality agenda through open access to information and ensuring feedback leads to timely actions and solutions developed in partnership.
Enabling transformative learning and developing graduate attributes in studen...
Enabling transformative learning and developing graduate attributes in studen...AITLearningandTeaching
National Seminar Series, Athlone Institute of Technology, April 28 2015 with Colin Bryson and Ruth Furlonger,
Newcastle UniversityPgcap new session 4 powerpoint slides (4)
The document outlines an agenda for an active learning session. It includes:
- Welcoming participants and sharing learning aims
- Recalling prior knowledge
- Presenting active learning strategies
- Two activities for participants to design new teaching experiences
- Peer feedback on the activities
- Connecting the session to an assignment
The tutor's session plan will be shared at the end to exemplify constructive alignment.
Students as partners in innovation in TL&A
Students as partners in innovation in TL&A discusses engaging students as active partners in their learning and the challenges of innovation. The document notes that students may resist change if they were previously successful or failed. It also discusses bringing students along with educational innovations or working with them collaboratively through projects to gain their feedback. Examples of implementing flipped learning with students and their positive feedback are provided.
Capstone Essay
Understanding specific ELL needs guided instructional strategy choice to support content and language learning. ELL students face the dual challenge of learning academic content while also learning the language of instruction. Effective teachers recognize unique ELL academic needs, backgrounds, cultures, personalities, and attitudes toward learning to differentiate instruction accordingly. Prioritizing ELL needs informed lesson planning, implementation, and reflection on strategy effectiveness.
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Delivering an engaging student experience through partnership, he and fe show...
Delivering an engaging student experience through partnership, he and fe show...
Learning in partnership: presentation to SAUWS/sparqs
Learning in partnership: presentation to SAUWS/sparqs
From student engagement to agency: embedding reflective practice in student ...
From student engagement to agency: embedding reflective practice in student ...
Exploration of Professional Learning Communities (PLCs)
Exploration of Professional Learning Communities (PLCs)
Seizing the Agenda - Raising the ceiling | Moving teaching from good to great...
Seizing the Agenda - Raising the ceiling | Moving teaching from good to great...
Student Observation of Teaching: Partnerships for individual growth and cultu...
Student Observation of Teaching: Partnerships for individual growth and cultu...
The personal touch personal tutoring and the impact on retention
The personal touch personal tutoring and the impact on retention
HE Course and Module Evaluation Conference - Kate Little
HE Course and Module Evaluation Conference - Kate Little
Enabling transformative learning and developing graduate attributes in studen...
Enabling transformative learning and developing graduate attributes in studen...
More from Neil G. McPherson
HEA change programme - initial presentation slides
This document outlines a pilot project to support ongoing curriculum development in Level 9 Social Sciences by engaging staff and students in an active collaborative learning experience. The project aims to locate students as producers through a guided secondary data analysis research project. It will enable student-led production of editable online learning objects. Student partnerships will be supported through learning ambassador and champion roles. The project seeks to create opportunities for staff/student and student/student partnerships through collaborative research. It aims to develop an active learning culture and partnership working to support employability skills.
BCUR 2014 employability presentation
The document discusses employability in higher education and social sciences. It notes that employability focuses on developing critical and reflective abilities to empower learners, rather than solely on employment rates. Additionally, employability cannot be quantified by a single measure like graduate employment surveys. The document also examines what employers prioritize in recruits, student perceptions of their degrees and career prospects, and how one university integrates employability into the social sciences curriculum through assessment.
PDP employability & learning in partnership
This document discusses the need for universities to shift towards a model of learning in partnership between students and academics to better prepare graduates for the 21st century. It highlights how skills are becoming obsolete more quickly with technological advances, and employers seek adaptable "change makers". The document advocates for integrating teaching and research, collaborative knowledge-building communities, and discovery-guided learning over mere transmission of information. It presents a model located learning in partnership at the center of sustainable change for universities.
Xerte induction
Xerte is a free open source tool developed by the University of Nottingham to author interactive learning resources quickly and easily. It allows for the development of digital literacies and promotes accessibility and inclusivity. Xerte can be used to produce reusable learning objects and engage students in active learning through collaboration. The document discusses using Xerte to create an interactive learning object that explores what Xerte is and how it can be used.
A model for learning in partnership
This document discusses a model for learning in partnership. The model focuses on collaborative learning between students and educators where both parties contribute knowledge and expertise. The goal of the partnership model is for students and educators to learn from each other through respectful interaction and knowledge sharing.
Learning in Partnership: Change Programme
This document outlines a programme that focuses on helping higher education institutions develop their ability to work with students to enhance curriculum. The current programme began in February 2014 and will end in April 2015. It involves several participating universities in the UK. The project aims to support ongoing curriculum development through engaging staff and students in collaborative partnership experiences, having students help with secondary data analysis research, and providing student support through learning ambassadors. The team leading this project includes students, lecturers, and administration from social science departments.
Learning in Partnership: Student Partner's reflections
The document discusses a program to support higher education institutions in developing students' learning experiences and curriculums. The author worked with their institution and academic staff to develop an active, inquiry-based learning model for a social science program based on the principle of students as partners. Participating in the change program revealed to the author the transformative potential of learning when students are engaged as active collaborators rather than passive recipients of information.
Learning in Partnership: Preparing for Curriculum for Excellence
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Learning in Partnership: Researching the Social World
This document summarizes the development and outcomes of a pilot module called "Researching the Social World" that was introduced to focus on developing a culture of research-mindedness in social science students. The module emphasized inquiry-based, interdisciplinary learning and gave students autonomy over their learning. Student feedback indicated they enjoyed the freedom, creativity, and peer-led learning aspects of this student-centered approach. Students felt more engaged having choice and flexibility in their assessments and appreciated being treated as academic partners. The pilot provided evidence that involving students in research activities and giving them ownership enhances engagement, empowerment, and peer support in learning.
University of the West of Scotland: Learning in Partnership (spring tour phot...
The document discusses learning in partnership at the University of the West of Scotland. It focuses on collaboration between the university and external organizations to provide real-world learning experiences for students. Key individuals involved in these partnership efforts are also listed.
RSWB: Idea maps
The document discusses an assessment for an idea mapping assignment. Students are asked to create idea maps to visually organize and connect different concepts for Assessment 2. The assessment requires students to demonstrate their understanding of course topics by linking ideas in a graphic organizer without using full sentences.
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HEA change programme - initial presentation slides
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Learning in Partnership: Student Partner's reflections
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Learning in Partnership: Preparing for Curriculum for Excellence
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University of the West of Scotland: Learning in Partnership (spring tour phot...
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Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
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Chapter 5
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Chapter 6
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2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Rethinking the personal tutor system SEC Feb 2015
- 1. Presentation to UWS Student Experience Committee (SEC) ‘Personal Tutor Seminar’ Feb 2015 Student support and guidance: reimagining the personal tutor system at UWS School of Media, Culture & Society Dr Neil McPherson Assistant Dean (Education)
- 2. Challenges: Visibility & consistency Engagement & participation Diversity of learner needs Information and misinformation Learning in instruction mode: educational & institutional hierarchies Q.11: I have been able to contact staff when I need to Q.12: Good advice was available when I need to make study choices Q.19: The course has helped me present myself with confidence Benefits: Educational guidance Pastoral care Personal development • Progression and retention (see Thomas 2010) • Belonging and ‘fit’ • Security and safety Student support and guidance: reimagining the personal tutor system
- 3. A partnership model for student support and guidance Heggie & McPherson 2014 A methodology & model for learning in partnership
- 4. A partnership model for student support and guidance “…partnership working recognises that all members in the partnership have legitimate, but different, perceptions and experiences. By working together to a common agreed purpose, steps can be taken that lead to enhancements for all concerned. The terms reflect a mature relationship based on mutual respect between students and staff” (QAA 2012: 5) Disrupting hierarchies Sharing ownership Supporting engagement Promoting belonging
- 5. A partnership model for student support and guidance “Challenge - all parties are encouraged to constructively critique and challenge practices, structures and approaches that undermine partnership, and are enabled to take risks to develop new ways of working and learning” (HEA 2014) Disrupting hierarchies Sharing ownership Supporting engagement Promoting belonging
- 6. HEA. 2014. Framework for partnership in learning and teaching. York, Higher Education Academy. QAA. 2012. UK quality code for higher education chapter B5: Student engagement draft for consultation, Gloucester: QAA. References