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At this early stage, the student receives feedback from their SLICC staff tutor, who offers them guidance on how they may gain greater insight during the learning experience and maximise the available opportunities.
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?
Additionally, 80% of students found CBCS beneficial for developing essential employability skills. These statistics and studies highlight CBCS's positive impact on enhancing educational quality by fostering studentengagement, skills development, interdisciplinary learning, and aligning educational outcomes with industry needs.
During this time, she has advocated for students at a University level, including Court and Executive, but also to Scottish and UK Government on matters surrounding student safety, student experience and the rising cost of living. Ellen was a member of the Curriculum Transformation Board and StudentEngagement Strategy Group.
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.
These projects also develop research and critical skills obtained when writing essays. Moreover, studentsengage with the ‘real word’ and solve ‘real problems’ compared to artificial ones posed by a lecturer. These are skills required to function in the professional world and match attributes outlined by the University.
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*.
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.
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.
. * While waiting for their PVG approvals, students contacted their school mentors and arranged a first meeting to discuss their outline for a 20-hour lesson plan on a cultural topic designed to engage young learners and motivate them to see the benefits of learning languages. Half-time: How has it been going so far?
To get around my fears, I realised that using a more interactive lesson meant more freedom in what I was saying and kept studentsengaged. Neil adds: The work with schools has really been embraced by our students. I was most nervous about having to deliver a lesson within time. I was really surprised how much I enjoyed the trip.
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.
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.
She is an Academic Developer (Learning and Teaching Enhancement) in the Institute for Academic Development, and provides pedagogical support for University course and programme design. Her interests include studentengagement, professional learning and sociomaterial methodologies. Dec 20, 2018
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 [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.
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?
I also now appreciate the importance of studentsengaging in thinking about their future careers as early as possible. It wasn’t that I was wrong in my approach before, but I didn’t really grasp that the twin concerns of academic performance and career aspiration could be interconnected.
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: 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.
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.
The Festival of Creative Learning , now entering its second year, is a year-long series of events exploring creative learning and innovation at the University of Edinburgh. 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.
‘Over our dead bodies’ was the response I got when proposing to my final year undergrad Graphic Design students that we phase out the Design Agency scheme. They proceeded to explain how they would carry on with this decade-old project regardless, even if it was dropped from the curriculum, such is the value they place on it.
Credit: unsplash, @vidarnm, CC0 On a wonderfully sunny day in June 2016, I graduated with an honours degree in Geology and Physical Geography. Four years of labs, essays, field trips and, of course, rocks… it was schist hot! I really enjoyed the degree course and acquired excellent analytical and problem-solving skills.
Photo credit: pixabay, HarryJBurgess, CC0 In this post, Vanessa Ombura, a third year Civil Engineering student, describes her experience co-creating an interdisciplinary, online University-wide course, with the city of Edinburgh as a site of learning… Over the summer of 2018, I had the wonderful opportunity of working under the Usher Institute (..)
In this mini-series blog post , staff from the Department of Social Responsibility and Sustainability outline the Living Lab approach to student learning and teaching, and discuss its benefits to students and academia… Living Lab projects are a key pedagogical tool that the University of Edinburgh use to increase understanding about real-world (..)
This post summarises Ellen MacRae and Tara Gold’s keynote talk: What even is a University anyway?, and includes a video of their presentation at McEwan Hall. 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.
Photo credit: pixabay, geralt, CC0 In this post, Lauren Johnston-Smith, Online Learning Marketing Project Manager in Learning Teaching and Web, shares some insights from online students’ experiences of being part of a global academic community… Since 2005, the University of Edinburgh has delivered postgraduate degrees online to more than (..)
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