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Dr Sharon Maguire, a Careers & Employability Manager at The University of Edinburgh, proposes the “creative, iterative, human-centered, problem-solving methodology” of Life Design as an answer to urgent questions of studentemployability, curriculum transformation, and the future of work.
By definition, this course only has small numbers of students on it with required attendance at monthly sessions (including reflection, stress and time management, and learning and study skills) followed by a short reflective exercise on which they get prompt individualised feedback. What next for reflection?
Photo credit: pixabay, geralt, CC0 In this mini-series post , Kerry Cheek, gives insight into how her module in Case Studies in Sustainable Development helped improve studentemployability… ‘Sustainable development’ is a broad term, especially to an Environmental Sustainability Masters student.
As Vice-Principal Students he has strategic responsibility for student experience and the development of innovative approaches to all aspects of student satisfaction and experience, including curriculumdevelopment, and the nurturing of a high-performance culture in teaching and learning.
The question is how to measure and quantify—and ultimately justify and act upon—the value of non-STEM majors to students, employers, and the governments that fund much of higher education. For many liberal arts colleges as well as humanities-focused departments in larger universities, it’s a pressing one.
Image credit: Clark Tibbs, unsplash, CC0 Dr Sharon Maguire, a Careers & Employability Manager at The University of Edinburgh , proposes the “creative, iterative, human-centered, problem-solving methodology” of Life Design as an answer to urgent questions of studentemployability, curriculum transformation, and the future of work.
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?
With enrollment numbers dropping and student demographics evolving, corporate partnerships offer an opportunity to align academic programs with workforce needs , creating a win-win-win scenario for students, employers, and universities. You know it’s a corporate partner.
It is in this context that the University was awarded its first Key Action 203 Strategic Partnership funding by the European Commission in 2017 to develop the Network for Intercultural Competence to facilitate Entrepreneurship (NICE) in collaboration with 7 other European universities*.
In this post, Dora celebrates the university’s success in nurturing student start-ups and underscores its dedication to fostering entrepreneurship by embedding enterprise within the curriculum. Dora Handrea is a Lead Enterprise Executive at Edinburgh Innovations (EI)↗️, The University of Edinburgh.
In this post, Kit Daniel Searle, University Teacher in Operational Research (OR)↗️ at the School of Mathematics↗️ shares their experience embedding a low-risk consultancy project within their course curriculum highlighting the perks of student-industry collaboration.
Seconded to the Institute for Academic Development he is developing his interests in reflection, experiential learning, and student agency, to develop SLICCs institution-wide. Gavin co-leads the development of SLICCs institution-wide with Simon.
With a background in statistical epidemiology, international development, careers advice and higher education projects, he is now responsible for supporting institutional strategy and initiatives relating to students’ employability, development and graduate attributes, as well as fostering associated local-level activities and enhancements.
Students at SACHA Think Tank ideas launch. This post belongs to June-July Hot Topic series: Students as Change Agents (SACHA). 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.
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.
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.
Teaching Matters is the University of Edinburgh’s website for debate about learning and teaching, for sharing ideas and approaches to teaching, and for showcasing our successes, including academic colleagues who are leading the way in delivering brilliant teaching.
iStock [BrianAJackson] Several previous posts on Teaching Matters have focused on graduate attributes – the skills, abilities, attitudes and approaches that studentsdevelop “through meaningful experiences and the processes of learning and reflection” (from Definition: what are Graduate Attributes? ).
Student Experience Students commonly give feedback that they would like ‘real-life’ opportunities to use their degree during study. Our students feel under pressure to get involved in volunteering. Placements allow this but are quite challenging to resource.
iStock [erhui1979] In a typical university course, students are set a list of texts by authors they do not know and will never meet. The texts are already published and there is no opportunity for students to give feedback.
CC0 Teaching the Career Development Planning course, a compulsory non-credit bearing course for second year undergraduates in the Business School, has its challenges. The student cohort is large and diverse with students at all stages of career planning.
CC0 [Pixabay] This post sees Psychology student, Tobias, explaining how much he has valued project-based learning in his undergraduate experience, and how this has prepared him for the professional world… Education must prepare students for life.
Credit: Mihaela Bodlovic Following on from Simon Fokt’s recent post on flipped lectures , biology undergraduate Craig McMillan shares findings from his final year research project, which highlight the importance of interactive lectures in developing skills for becoming an effective scientist… The continued use of traditional, didactic lectures (..)
Global Challenges for Business Poster Presentation Award Night in the Playfair Library, Dr Sarah Ivory with winning students. Photo credit: Eoin Carey.
Credit: EPSRC Proteus In this post, Dr Helen Szoor-McElhinney, an Engagement Strategist in the Deanery of Clinical Sciences, showcases the University of Edinburgh’s first Interdisciplinary Health and Wellbeing Science Shop, Our Health.
UEBS The Edinburgh Award in Professional Development In this post, Ros Claase, Rona Doig and Pauline Ferguson, explain how a PTAS-funded project helped them complete a skills-mapping exercise across all of the Edinburgh Business School’s undergraduate courses… We all know how important it is for our students and graduates to be able to (..)
In this post, Professor Tina Harrison introduces the fifth draft chapter of the Reflective Analysis, ‘Collaborative Provision’, and outlines how staff and students can provide comments… WHAT IS CHAPTER 5 ABOUT?
In this post, Professor Tina Harrison (Assistant Principal, University of Edinburgh) and Stephanie Vallancey (Vice President Education, Students’ Association), provide an update on progress so far, encourage students and staff to comment on a draft of the reflective analysis and outline the next steps… WHAT IS ELIR?
Credit image: Sergey Pesterev, unsplash, CC0 In this extra post, Lindsay Knox reflects on her EdD dissertation findings, which look at how international students on the MSc Language Education programme understand graduate attributes, and what this could mean for curriculum transformation.
Shelagh assesses a handful of the report’s recommendations from an HE perspective, spotlighting the opportunities and challenges that continue to define the professional futures of our students.
In this post, Amanda Meyer, based in the Global Health Academy, shares an inspiring example of extended learning with MSc Global Challenges alumni. This project illustrates several examples of Enhancement Themes in practice, and this post forms part of the 20 Years of Enhancement theme.
Gavin is the Careers and Employability Manager from the Careers Service and this post forms part of the 20 Years of Enhancement theme. In this post, Gavin McCabe takes stock of some of the Enhancement initiatives he has been involved in at the University over the years and reflects on how to remain open and responsive to opportunities.
In this post, Kit Daniel Searle, University Teacher in Operational Research (OR) at the School of Mathematics shares their experience embedding a low-risk consultancy project within their course curriculum highlighting the perks of student-industry collaboration. Image credit: Kit Daniel Searle.
In this post, Dora celebrates the University’s success in nurturing student start-ups, and underscores its dedication to fostering entrepreneurship by embedding enterprise within the curriculum. This post belongs to Teaching Matters’ Learning & Teaching Enhancement theme: Embedding enterprise in the curriculum.
In this post, Gavin McCabe takes stock of the many Enhancement initiatives he has helped develop at the University over the years and reflects on how to remain open and responsive to opportunities.
In this post, Amanda Meyer, based in the Global Health Academy, shares an inspiring example of extended learning with MSc Global Challenges alumni. This project illustrates several examples of Enhancement Themes in practice, and this post forms part of the 20 Years of Enhancement theme.
Welcome to the September and October Learning & Teaching Enhancement Theme: Careers and Employability. In this first post, Colm Harmon, Vice-Principal Students, introduces the series, contextualising its importance in the landscape of the current Curriculum Transformation Programme.
In this post, Shelagh Green, Director of Careers Service at The University of Edinburgh, offers an overview of the Scottish Government’s 2022 review of careers services for young people.
In this post on ongoing reflective practice at the Royal (Dick) School of Veterinary Studies, Susan Rhind, Nina Tomlin, Jenna Richardson, Jessie Paterson, and Paul Wood outline the value placed on reflective ability in the veterinary profession.
Image credit: Unsplash In this post, Christina Starko showcases the vibrant energy and groundbreaking initiatives spearheaded by students at The University of Edinburgh, particularly through the activities of Edinburgh University Formula Student (EUFS) and HYPED.
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.
Image credit: Pixabay, CC0 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.
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