Remove 2016 Remove Curriculum Development Remove Management
article thumbnail

Service Excellence Programme: Programme and Course Information Management (PCIM)

Teaching Matters Academic Support

Sarah has previously worked in student support leadership roles completing a Masters in Education (Leadership and Management). She has a keen interest in quality assurance, widening participation, academic and pastoral care of students, development of taught provision, and leadership of change in a higher education context.

article thumbnail

Interdisciplinary teaching: Rock-solid preparation for professional life

Teaching Matters Experiential Learning

Credit: unsplash, @vidarnm, CC0 On a wonderfully sunny day in June 2016, I graduated with an honours degree in Geology and Physical Geography. That is how I came across the MSc Carbon Management course at Edinburgh University. The Carbon Management syllabus is made up of three pillars: Science, Business and Economics.

Insiders

Sign Up for our Newsletter

This site is protected by reCAPTCHA and the Google Privacy Policy and Terms of Service apply.

article thumbnail

Engaging the professional community in teaching medical students

Teaching Matters Experiential Learning

Offering choice presents a series of challenges and opportunities to the curriculum developer. For example in 4th year, by which time students have already acquired some useful research skills, they can plan and manage their own project. Apr 4, 2016

Medical 52
article thumbnail

Helping students with their studies

Teaching Matters Academic Support

The note of concern mechanism allows any student or member of staff to bring inadequate professional behaviours, health and well-being concerns or performance issues of any student to the attention of the student support management group (SSMG). Nominations are considered by the student support management group. Mar 14, 2017

article thumbnail

Student-Led, Individually-Created Courses (SLICCs): Learning and teaching beyond disciplinary silos

Teaching Matters Experiential Learning

How are school teaching staff and resources supported and managed to enable interdisciplinary teaching to occur? How can use of these resources be recognised, managed and transferred to reflect the teaching delivery? Who ‘owns’ and is responsible for an interdisciplinary course or programme?

Medical 52
article thumbnail

Curriculum of Research: Trends in Student Affairs Assessment Syllabi

Student Affairs Assessment Leaders (SAAL)

Faculty described feeling similarly unsure of curriculum development, both in terms of what prior knowledge students might have and what could be considered the “core” topics of higher education assessment. Student Affairs Assessment: Theory to Practice. Assessing Student Learning: A Common Sense Guide. Schuh, J.H., Biddix, J.P.,

article thumbnail

Co-creation and collaboration in course design: Our journey with SACHA

Teaching Matters Student Engagement

2016 ; Mapstone et al., Navigating Gaps and Strategies for Effective Co-Creation Pooja: In my experience, student-staff partnerships in curriculum design can profoundly enhance the learning experience and boost engagement. The students in my group were committed and motivated, developing innovative ideas and high-quality outputs.

Faculty 52