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Photo by Noesis at Morguefile.com If we were to start a game of word association with “writing” and “PhD”, you’d probably come up with “thesis” pretty quickly, whilst perhaps not considering the more fluid and informal options presented by blogging. Listing a blog here does not imply we endorse the advice being offered.
To wrap up the year, this editorial post celebrates the top ten viewed Teaching Matters blog posts in 2018. Interestingly, three of these posts were written in 2016, showing that the blog’s content is continually being accessed both nationally, and internationally. Their results were rather conclusive… 2.
In this article, Lila Pitcher, Student Intern with Information Services, talks about her experience of co-creating the Information Services Group (ISG) Intern Blog during the summer of 2018. So, here is my story of internships turned into blog posts, and friendship turned into teamwork. Alright, I exaggerate.
Support informed decision-making: Gain valuable data insights to make strategic decisions that better meet the needs of students and the job market. Increase institutional credibility: Position your institution as an innovative leader in education, building trust and credibility among students , employers, and stakeholders alike.
These included community building, a platform for sharing employment and internship opportunities, research, connection to projects in the broader Global Mental Health field, and importantly social and peer support as we each navigate our post-MSc journey.
In this month’s issue, Teaching Matters is delighted to be working in close partnership with the Careers Service to showcase innovative and interesting teaching practices that focus on Employability and Graduate Attributes. Remember, you can also submit details about your event and we can advertise it on Teaching Matters.
Every month Teaching Matters takes a theme and explores it through a number of blog contributions over the month. The focus for January is employability, introduced by the Director of the University’s Careers Service, Shelagh Green. We also run an events listing page.
Every month Teaching Matters takes a theme and explores it through a number of blog contributions over the month. We also run an events listing page. The focus for March is Peer Learning. Remember, you can also submit details about your event and we can advertise it on Teaching Matters.
Seeing the imperfections, assumptions and short-cuts needed to implement research into practice is revelatory to students. Students keep a blog (≥10 weeks) and write a reflective report of their experiences. The blogs give enlightening insights into the attachments as they unfold and develop.
The University Chancellor, The HRH Princess Royal, talks to students at the workshop about blogging for Teaching Matters. This month, I am delighted to announce Teaching Matters’ focused intention to authentically engage students into conversations about learning and teaching across the University. Students at the workshop.
Guest blog post by Ray Angle, Assistant Vice President for Career & Professional Development at Gonzaga University and Matt Small, President and CEO of Symplicity.
In this blog post, three SACHA alumni (Foster Osei, Mtevee Amugune, and Nisha Daniel), who participated in the SACHA programme as online distance learners, discuss the impact of experiential learning on the distance learner experience and share lessons that can be translated to other areas of the curriculum.
In this post, Dr Kay Williams, Study Development Advisor at the Institute for Academic Development (IAD), explains the value of working with students as consultants to create the new Study Hub brand, and the Study Hub blog , which offer learning resources for students… How do you solve a problem with learning materials?
Students engaging with their anticipated learning before the experience has begun is a key step in the SLICC framework, enabling them to better recognise the extent of their learning throughout. The SLICCs initiative provides a flexible, reflective, framework which represents an opportunity to enable interdisciplinary learning and teaching.
Parent Orientation Q&A Session 2025 Download You may have additional questions that are best answered by our partner offices on campus: Office of the First Year (OFY) : first-year advising & academics, orientation, FPOPs, and/or MIT’s First-Gen Low-Income Program Student Financial Services (SFS) : financial aid, scholarships, student (..)
Students were also introduced to reflective learning models, as tools for their regular reflective blogs. These blogs form part of their assessed portfolio where they evidence what they have learned and demonstrate how they have met the self-designed learning outcomes for the course using the SLICC framework.
Self-awareness: The development of students’ self-awareness is at the very foundation of many of the initiatives outlined in this blog series. Planning and managing one’s career is a skill in itself, and Sharon’s blog post illustrates how student’s need support and reassurance as they develop their self-awareness.
Students at SACHA Think Tank ideas launch. Photo credit: Daniel Hooper-Jones and Isaure Echivard, SACHA In this blog, SACHA staff members, Aidan Tracey and Emma Taylor discuss three common group dynamics and share key takeaways on effective teamwork. This post belongs to June-July Hot Topic series: Students as Change Agents (SACHA).
With this blog post we are delighted to announce the call for applications to participate in the curated week of the Festival, taking place from 19th – 23rd February 2018. For further inspiration, you can read about the events acknowledged at the Festival Awards in this earlier blog post.
All this is set within the context of students exploring a topic or activity of their own choosing, interest and passion. Seconded to the Institute for Academic Development he is developing his interests in reflection, experiential learning, and student agency, to develop SLICCs institution-wide.
This week on the blog we are highlighting the beautiful city of Grenoble, France! Grenoble is for students: With over 65,000 university students and several prestigious universities, Grenoble is an ideal place to study abroad. The post Why Grenoble as a Customized Faculty-Led Location appeared first on AIFS Study Abroad Blog.
In this blog post, we will delve into the QAA approach to higher education quality assurance, discussing its history, objectives, principles, and benefits. Collaboration : The QAA works collaboratively with higher education institutions, students, employers, and other stakeholders to promote and enhance the quality of higher education.
Students wrote blog posts summarising the papers for a wider audience, some of which were then published on the Just World Institute website (see here , here and here ). So, the course took something of the form of a research seminar, although as we note below, it was not exactly the same.
You can read previous blog posts about interning and Employ.ed on Campus Internship Jordana Black Jordana Black is a Mathematics Student at the University, entering the fourth and final year of her degree. It’s definitely been one of the most inter(n)esting summers of my life.
Image credit: Eddie Middleton It would be impossible to sum up a 12-week learning experience in the confines of a 600-word blog entry. With the assistance of the Edinburgh Award , I started to think about how transferable some of these skills might be for future job applications or career paths.
Blogs High school graduates are going to work instead of college. Prepare for interruptions When I ask cabinet leaders why students leave college, I’m frequently told, “Life got in the way.” This allows students to choose the course format that makes the most sense for them. Can we prove they don’t have to choose?
Image credit: EY This blog post is written by a Laura Sleigh, a 2008 graduate from the university. Laura works as a Student Attraction Advisor for EY, one of the global leaders in assurance, tax, transaction and advisory services, and the University of Edinburgh Business School.
Although it would be unwise to draw firm conclusions from such a small sample size, the ECA students exhibited high levels of resilience and maturity, with many attributing this to early – and recurrent – exposure to failure, risk and critique.
In short, a quecture is a variant of the flipped classroom model were time is built in during the lecture for students to formulate and discuss their own questions, which are then addressed via a personal response system.
This series of blog posts will stimulate that thinking, and I hope to see it spill over into our ongoing conversation about the future of learning and teaching. A striking aspect of this series will be the explicit recognition of shared agendas and mutual benefit.
This will ensure that students will find it easier to tailor and complete their degree as a foundation for future learning, competencies and ethical global citizenship amongst others. I do not aim to repeat those well-made points, but rather to expand on the enterprise context within Scotland and beyond.
Students at SACHA Think Tank ideas launch. Photo credit: Daniel Hooper-Jones and Isaure Echivard, SACHA In this blog post, SACHA group coaches Lesley Kelly, Sophie Rippinger, Valerie McIntosh and Amer Khushman share top tips for group mentoring. This post belongs to June-July Hot Topic series: Students as Change Agents (SACHA).
You can read about how we established learning needs among both the PGR and supervisor communities, and why and how we co-created a draft of a new Development Needs Analysis in Maj’s blog, out next week.
Projects addressed topics such as annual giving, student retention, professional and continuing education, academic program planning, and more. The blog posts below are written by the participants to showcase their project and early outcomes. Scholastica Student Success Improving success for pre-health students Joe Fritsch, Ph.D.,
There are also implications for curricular design, specifically promoting engaging and authentic learning activities that continue to allow students to make the links between their academic and professional lives. Read Natalie Gilfedder’s Teaching Matters post ‘ You are employable – all you have to do is show it!
Drafts chapters of the RA, developed using information gathered from across the University and the Students’ Association, were made available to all staff and students in November and December 2019 with accompanying Teaching Matters blog posts. Comments received on the draft chapters were used to develop a first draft of the RA.
Every month Teaching Matters takes a theme and explores it through a number of blog contributions over the month. We also run an events listing page. The focus for May is the PhD experience. This year, the British PhD celebrates its 100 th birthday. We hope that you enjoy this edition of Teaching Matters and encourage you to get involved.
This has been very successful so far, with exciting and conceptually challenging material being brought into the course, and led to further collaborative work by the very same students in partnerships with external organisations both within as well as out with the course.
A note from Sinéad Docherty After asking colleagues for their contributions to this blog series , we heard from Amanda Meyer about this project undertaken by MSc Global Challenges alumni.
The Process and Benefits of Engineers Australia Accreditation for Engineering Programs editor Tue, 04/11/2023 - 05:16 A quality education that equips Australian students with the challenges of the profession is crucial because engineering is a highly technical and complex field.
To find out more about course alumni check out the GeoScience Outreach website and read Isla Simmons’ Teaching Matters blog post: ‘ Teaching volcanoes: the Geoscience Outreach and Engagement course ’’. Joe has been working with Friend of the Meadows and Bruntsfield links and you can read more about his project on his blog.
Vet students work with a model of a dog’s head [Paul Dodds]. It was fantastic that they were included in the event and celebrated just as much as staff who teach; this sort of thing I feel makes us feel more like partners in learning and teaching rather than separate entities of teachers and students.
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