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Richard Gratwick, University Teacher in the School of Mathematics, describes how he redesigned the “skills” component of a third-year mathematics course to ensure that students in a large lecture got extensive practise in developing their presentation skills… Giving a presentation will be an unavoidable exercise for most of our graduates.
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.
Offering choice presents a series of challenges and opportunities to the curriculumdeveloper. 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?
The top through groups after their successful presentations with industry partner, Sopria Steri. This proved to be a very fun challenge for the students! Image credit: Kit Daniel Searle. This is a theme which I embed in my course.
Global Challenges for Business Poster Presentation Award Night in the Playfair Library, Dr Sarah Ivory with winning students. – Anonymous student post-course feedback (2017-18) However, crucially, my course also teaches students three specific skills informed by a critical thinking lens, which are transdisciplinary.
and includes a video of their presentation at McEwan Hall. This post summarises Ellen MacRae and Tara Gold’s keynote talk: What even is a University anyway?, Ellen was EUSA President 20/22, and Tara was EUSA Vice President Education 21/22. This post is part of the Hot Topic: Learning & Teaching Conference 2022.
All students taking the course complete a short, persuasive briefing paper, which is shared with the department and with relevant operations colleagues. In the final week of the course, a half-day workshop is arranged where student groups present their research and recommendations.
The sector-wide Enhancement Themes have often been such waves – they have presented opportunities to harness and build momentum in directions we already wanted to travel as a university. In contrast to some other frameworks, the University’s Graduate Attributes were designed to be contextualised.
Developing graduate attributes should be stated in programmes’ learning outcomes. However, is there a challenge presented by the modular structure of programmes? Seconded to the Institute for Academic Development he is developing his interests in reflection, experiential learning, and student agency, to develop SLICCs institution-wide.
You can read a summary of the Review through an HE lens on the Skills Development Scotland website. The opportunity presented by the review is ambitious and exciting, with the potential to become world leading. Achieving the vision will pose challenges, but you don’t get to lead the pack without taking risks.
It integrates skill-based courses to enhance students' employability and practical skills relevant to their chosen fields. CBCS facilitates seamless credit transfer between institutions, providing students with more educational mobility options. Provide timely feedback to students to facilitate their learning and improvement.
program , which saw us developing a course prototype delivered in the form of a website , a Learn page, and a final presentation. Developing: Sketching out course themes and topics, learning objectives and outcomes, assessments, support and interaction methods. This was under the University’s Employ.ed
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.
This approach brings a number of other educational benefits and challenges, for example: Students are motivated by having to engage with the ‘real world’ and present their ideas to outside stakeholders. Students have more direct access to the messiness of the problem though the external stakeholders.
What was it about the teaching activities or the way the content was presented that engaged the learners? Why was that? Why did this work better than alternatives?
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.
It provides a level of assurance to students, employers, and other stakeholders that the institution meets certain standards for quality and effectiveness. Improved curriculum and teaching quality Access to resources and networking opportunities including conferences, workshops, and research opportunities.
Experiential education: Defining features for curriculum and pedagogy (23 August 2018) Dr Simon Beames, a senior lecturer in Outdoor Learning at Moray House School of Education, along with his colleagues, presents a theoretical framework of experiential education that is centred around six defining features.
This led me to reflect on my previous teaching experience: how often had I asked students to really reflect on their learning and on the range of skills and experiences it provided?
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.
Credit: Pixabay, intographics, CC0 At the University’s Learning and Teaching Conference in June, Jean O’Donoghue and Colin Campbell (School of Chemistry) and Fumi Kitagawa (Edinburgh Business School), presented a ‘Did you know?’
We give our students fundamental training on key topics, but also equip them with skills (such as critical thinking, presentation skills, etc) that make them attractive to a wide range of employers. And our students don’t lack imagination!
and includes a video of their presentation at McEwan Hall. Photo credit: Allan Bovill This post summarises Ellen MacRae and Tara Gold’s keynote talk: What even is a University anyway? , Ellen was EUSA President 20/22, and Tara was EUSA Vice President Education 21/22.
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