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Emily OReilly, Deputy Director of the Online MSc in International Animal Health at The University of Edinburgh, explores the effective use of studentpresentations to assess online postgraduate students. Presenting skills are transferrable and highly valued across professional settings.
Charles Alexander is shown with Kiet Lam, president of the AAP alumni network. Alexander oversees the legacy of the Academic Advancement Program (AAP) at UCLA, one of the longest running academic support programs for first-generation, low-income, and underrepresented students. Each cohort is typically 15-20 students.
March 17, 2025, by Dean Hoke : This profile of Whitman College is the sixth in a series presenting small colleges throughout the United States. One hallmark program at Whitman is Semester in the West, a unique field-based study experience where studentsengage directly with environmental and policy research across the American West.
The best way to engagealumni is to drive engagement throughout the student experience and steward engagement opportunities post-graduation. Ideally, engagement begins as soon as students set foot on campus and lasts a lifetime. It helps students, alumni, and higher education institutions: ?Connect
March 3, 2025, by Dean Hoke : This profile of the College of Wooster is the fourth in a series presenting small colleges throughout the United States. In this program, studentsengage in a year-long research project under faculty mentorship, culminating in a thesis or creative work. Notable Alumni: J.C.
February 17, 2025, by Dean Hoke: This profile of Earlham College is the second in a series presenting small colleges throughout the United States. The college maintains its commitment to principles such as integrity, peace, social justice, and community engagement, which shape both its academic and extracurricular life.
The students usually report back to us where they are employed. In addition to students who find excellent jobs after graduating from a four-year institution, some EPW alumni are pursuing graduate studies. “I There is flexibility for which projects the studentsengage with, Barrios says. or a graduate GPA of 3.0;
We took the opportunity presented by the Student Partnership Agreement (SPA) to engage IFP alumni in the construction of this student-led project. We invited all IFP alumni from 2018-2023, and seven volunteered from across all years of UG study. Next, we moved on to the student-led project.
16 Fun College Orientation Ideas to Encourage StudentEngagement in 2022 For many students, college orientation can be their first experience on their own. SCHOOL SPIRIT JEOPARDY: Build school spirit by sharing a video or presentation about favorite campus moments, resources and traditions. The obstacle?
We took the opportunity presented by the Student Partnership Agreement (SPA) to engage IFP alumni in the construction of this student-led project. We invited all IFP alumni from 2018-2023, and seven volunteered from across all years of UG study. Next, we moved on to the student-led project.
Ashley presenting an academic poster Through this partnership with the NHS, I not only honed both my research, critical thinking and interview skills further, but it also allowed me to gain valuable insight into how the core concepts of the performance psychology are applied in practice.
Cathy: Since the final presentations by the students we have ensured the student reports have been shared among a range of groups. The University’s Curriculum Transformation Project StudentEngagement Strategy group have discussed how some of the ideas might be taken forward.
Students from around the world have come and gone for half a century, to learn in, through, about, and for the environment. We have over 800 alumni from across the world, and our aim is to build a connected global community. This is how Alumni events should be!
In this post, Head of Alumni Communications Sonia Mullineux describes the genesis of the hugely successful Sharing things podcast and the community building role it plays for the student and alumni experience at the University… We didn’t set out to create a podcast. Can alumni enhance the student experience?
These inspiring examples brought to mind an ARU project entitled Seeing Myself, which saw students from diverse backgrounds co-create a series of workshops, short films and motivational talks by ARU alumni, facilitated by Karen Sturt, StudentEngagement Manager in the Faculty of Arts, Education, Humanities and Social Sciences.
These inspiring examples brought to mind an ARU project entitled Seeing Myself, which saw students from diverse backgrounds co-create a series of workshops, short films and motivational talks by ARU alumni, facilitated by Karen Sturt, StudentEngagement Manager in the Faculty of Arts, Education, Humanities and Social Sciences.
As a second-year student this seemed like a fantastic opportunity, although the national lockdown presented challenges. After a couple of meetings between OPTIMA’s 2 nd year students and Canon, four healthcare research topics were chosen as areas of common interests both to us students and Canon.
We have a pool of trained alumni who are available both in Edinburgh and abroad, who can help to support students. We invite former alumni too, bringing together various generations of students, to share questions and experiences. This is where our mentoring program comes in. Overall, we’re building a community.
We found accounts and evidence of the Indian Students Association and Afro-West Indian associations, dating back as early as 1883. We also found a number of notable alumni who had won academic prizes and sporting awards, such as Jesse Ewing Glasgow (1858-60). However, The Student was frustrating to us in many ways.
In this blog post, Pooja and Ankita, SACHA alumni discuss co-creation and collaboration in course design. However, implementing co-creation faces hurdles like students’ reluctance to participate (Cook-Sather & Luz, 2015 ; Mapstone et al., This change boosted my confidence in presenting data. 2016 ; Mapstone et al.,
They discuss the impact of participating in this student and staff-run project on their academic and professional development… UNCOVER UNCOVER (Usher Network for Covid-19 Evidence Reviews) is a research network run by University of Edinburgh staff, students and alumni across disciplines, producing up-to-date evidence on COVID-19 ( [link] ).
While we have published posts written by students before*, this is the first Teaching Matters issue that is authored solely by University of Edinburgh students (and studentalumni). A flourishing field of student partnership work has recently emerged (e.g., Nov 1, 2018
The project recruited 15 students (with infrastructure for a prioritisation of widening participation students should the project be oversubscribed) and 15 professionals, many of whom were also alumni of Edinburgh Law School, with the three book club meetings taking place over Zoom. Aug 23, 2022
Emphasis on ‘quality of argument, strength of evidence and clarity of presentation’ were the core tenants of lectures for about a third of the course. This showed students’ common logical flaws and biases, how to construct effective arguments from premises and conclusions, and gave advice on effectively sourcing information.
Design studentspresented their interim designs for critique to the commissioning group at a pecha kucha session, and refined their work for final submission in Semester 2. This project was supported by alumni and friends of the University through an Innovation Initiative Grant.
The survey aimed to gather insights on various aspects of academic life such as advising, navigating academic paths, accessing and engaging with course materials, as well as identifying obstacles and potential factors that contribute to their success. The findings are graphically presented in the graph below.
It is organised as a 20 credit elective course in year two, that spans both semesters to enable participating students to undertake a meaningful placement in a school, to initiate development of their own teaching skills in working with school pupils, and to develop and deliver a cultural learning experience in their school class placement.
An obvious way to bridge the gap in the natural or social sciences is to get students involved in tasks such as experiments, interviews or data processing. Political theorists work by formulating arguments, presenting them for debate, receiving feedback and then redrafting. But political theory is not a science.
Now in my fourth year, the reflective process emblematic of the SLICC course continues to present itself in my personal and academic life, ranging in scale between micro-reflections and broader, more deliberate processes of introspection, proving the extra-and-co-curricular complement of the SLICC programme.
All cohorts ended with presentations of the fellows’ capstone projects. Our second cohort concluded in December 2021, our third cohort wrapped up in spring 2022, our fourth occurred in fall 2022, and our fifth occurred in spring 2023.
This creation of a community at the school promotes more open conversation between staff and students, and has led to some unique collaboration. A hot topic right now is lecture recording , and an analysis of its use was presented at the conference.
Presentation practice! on Campus is a structured internship programme for undergraduate students in their 2nd, 3rd or penultimate year. At the end of my internship, I gave a presentation to other interns at the Employ.ed This summer I have had the pleasure and the privilege of taking part in the University’s Employ.ed
They work on a hot topic, they get additional presentation training, and their work culminates with a presentation at the organisations’ offices. Those who end up working on the projects usually enjoy it; we regularly hear it’s the best experience they have in their four university years.
As each student progresses through the role of Design Agency intern, junior, senior, and director, their level of responsibility and workload increases. Each encounter of this spiral curriculum is assessed through reflective documentation often using diaries, blogs, films and pecha-kucha style presentations.
So too with students, whereby graduate attributes of networking, delegating, pitching, risk-taking were enhanced by the shared experience. Students also felt liberated to experiment with management roles, responsibilities, and presentation styles. More recently ,we have had online presentations and visual walk-throughs.
Now in my fourth year, the reflective process emblematic of the SLICC course continues to present itself in my personal and academic life, ranging in scale between micro-reflections and broader, more deliberate processes of introspection, proving the extra-and-co-curricular complement of the SLICC programme.
This creation of a community at the school promotes more open conversation between staff and students, and has led to some unique collaboration. A hot topic right now is lecture recording , and an analysis of its use was presented at the conference.
What evidence do we have to show our students develop these graduate attributes? Perhaps the best is that our graduates are highly regarded and sought after by employers, and the continued successes of our alumni. However, is there a challenge presented by the modular structure of programmes?
We were continuously put into teams and made to present in different styles on various topics ranging from climate change impact assessment to the proposal of new sustainable business solutions. Due to its interdisciplinary nature, the course’s learning approaches are far from traditional, containing many vocational and practical elements.
I presented the idea of an educational veterinary podcast to my university and quickly gained support from Prof. Susan Rhind, who then provided the opportunity to apply for and gain support through the Student Partnership Agreement , which is offered through the University.
Offering choice presents a series of challenges and opportunities to the curriculum developer. For example, how do we work with the professional community to support the 850+ students that are undertaking the Bachelor of Medicine programme at any one time?
As a University, this presents a unique challenge – particularly when considering the aim of ‘giving our students the best possible set of skills for their future, and the opportunity to draw from deep expertise outside their core discipline [1] ’.
Part of this comes from approximately 94% of Villanova students being accepted into internships. Anyone can see these successes for themselves since the private Roman Catholic research institution shares what their alumni are actually saying and experiencing online. I was just with our admissions team.
And without a place like Makuu, without black alumni support, without multicultural connections, this stuff is not going to happen on its own. I'm looking forward to the ways that studentsengage this. Because the individual has the opportunity to evaluate the person who is presenting themselves. WL: Absolutely.
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