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“Luckily, the North Star Promise only includes FAFSA completion and is one of the less burdensome promise programs in the United States for students,” says Collom. Director Nizhoni Marks says what the support entails depends on a student’s needs.
This committee allowed us to build a cross-cohort team of people who were excited by the projects concept, and gave their time, energy, and ideas in two development workshops in early 2024. It was collaboratively agreed that the online resource needed to be accessible to both current students and graduates. Where are we now?
The first phase of the primary research involved a series of focus groups held with students (drawn largely from Edinburgh College of Art), supplemented by contextual interviews with relevant professionals and key university staff.
Musical Pathways set out to address the needs of students who wanted to know more about future pathways, by enhancing The University of Edinburgh knowledge and resources in this area. I liaised with the core team, acting as a voice for students and highlighting the key areas of the music industry that students wanted to know more about.
Recognising this as a team of five postgraduate researchstudents (PGR) representatives, we organised intellectually stimulating events focusing on the academic, social and wellbeing development of our diverse PGR learning community. Her research involves the child and adolescent development and mental health across cultures.
From her own experience as a student, Candela knew how useful this training could be to other students preparing to carry out a research project for the first time. Drawing on her own student experiences, Candela began developing the materials for the project which were structured around the dissertation journey.
I was motivated not only to gain professional accreditation via a Fellowship of the Higher Education Academy, but also to reflect on my teaching practice and pedagogical approaches within the context of my new role that involved designing and delivering training for postgraduate researchers and research staff across career stages.
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.
Students have produced videos, lesson plans, information boards, leaflets, board games, websites, smartphone apps, community dinners, workshops and more. Project deliverables can have a long and sustained impact as clients will use the materials students have created for years to come.
In comparison, the challenges for conducting interdisciplinary research seem to be at a lower level, for instance with the funding of a research grant, or as a student project – they are discrete and have clearly defined objectives. Furthermore, those resources of money and researchers, act as great enablers.
Over the last 20 years as the Programme Director of Graphic Design within Edinburgh College of Art’s (ECA) Design School I have been accustomed to teaching a wide range of students with diverse backgrounds from across the UK. Since that time she has maintained her professional practice and developed her research in the field of education.
Creative problem solving, risk taking, lateral thinking, communication, project management, amongst the many core design skills this student employed in order to fulfil this unique ‘task’. Since that time, she has maintained her professional practice and developed her research in the field of education.
I was immediately interested because this year’s Conference, titled, ‘Investigate, inquire, innovate: exploring research-informed teaching practice’ aimed to celebrate diverse learning and teaching practices by adopting the lens of SoTL (Scholarship of Learning and Teaching).
In a world becoming increasingly invested in sustainable living, I became curious about the implications this has had on the cotton industry after taking part in a week-long research trip to Mumbai at the start of the summer. Based on this trip, I have now begun pursuing research into cotton production for my dissertation.
After brainstorming a range of approaches and activity ideas for the intervention, we selected three activities to trial at a workshop with 16 students. Students were supported to identify and discuss the tensions within the dilemma, propose possible resolutions, and consider the ramifications for their own career plans.
In the Department of Social Responsibility and Sustainability, we collaborate with researchers and students across the University, and partner with the Edinburgh Living Lab. Students work over 11 weeks to research the problem and come up with solutions, liaising with the department to ensure the context has been fully understood.
Rather than these being ‘add-ons’, or buried in the expected learning objectives, they are explicitly taught through a weekly lecture and small group skills workshop. The students learn about the skill and are then given the space and guidance (again, by my team of outstanding teaching assistants) to apply and practice it.
There is support from the Education Department in Edinburgh City Council, who support the orientation workshops for our students. They act as liaison between university and schools to create the school placements, as well as paying for our students to apply for Protecting Vulnerable Groups (PVG) membership by Disclosure Scotland.
An epitome of skill application was in an Engineering workshop; we were instructed to research in groups and present the findings both on paper and visually. Relating Inside and Outside Class… The possibility of connecting the ‘dots’ of experiences within the University’s environment fascinates me.
These projects also develop research and critical skills obtained when writing essays. Moreover, students engage with the ‘real word’ and solve ‘real problems’ compared to artificial ones posed by a lecturer. Supporting project-based learning initiatives and placing more responsibility on students will create more employable graduates.
The programme consists of a series of optional, themed workshops which have been devised to support teaching and are open to all students and staff with current teaching roles within Informatics, including teaching assistants, tutors, demonstrators, coursework or examination markers.
It supported students to build confidence in their skills and future careers. To put a framework around this, we have introduced an Edinburgh Award and held workshops on professional behaviours, networking and resilience to support students to make the most of their experiences.
Next year, Teaching Matters colleagues will be undertaking a research project investigating how a multi-authored blog (Teaching Matters!) Chris provides an example of how, on one of his courses, they include a workshop on assessment literacy for the students, using the HEA Engaging with Feedback Toolkit.
Most final-year PhD students can probably identify with needing a break from thesis writing. The desire for a break motivated me to sign up for Edinburgh Local GRADschool, an annually occurring three-day workshop for PhD candidates in the last eighteen months of their studies. Vitae: Realising the potential of researchers.
Throughout this project, I researched technical aspects of solar energy generation as well as current UK energy policy, and I was required to do cash flow analysis. The nature of this exercise advanced my analytical abilities as I developed a much greater understanding of project financials and the proposing of business solutions.
In a world becoming increasingly invested in sustainable living, I became curious about the implications this has had on the cotton industry after taking part in a week-long research trip to Mumbai at the start of the summer. Based on this trip, I have now begun pursuing research into cotton production for my dissertation.
Whilst there was clearly a role for me in supporting the students through that process, where the project came into its own from a careers perspective was in the follow-up workshop I did with the students.
The Leadership Group has over 400 members globally and has been developing a number of new work stream focusing on research, impact evaluation, leader and professional development among others. There are already a number of models developing informally from study skills workshops around dissertations to one to one academic mentoring.
A sub-set of 8 students have also successfully taken this a step further and, under staff mentorship, have achieved Associate Fellowship of the HEA. Activities include outreach workshops with local schools, like Liberton High School, to foster the link with young people aspiring to enter higher education. Sep 11, 2018
One of our final year students, Lauren Krueger, is thought to be the first undergraduate vet student in the UK and in any discipline in Scotland to receive an Associate Fellowship from the Higher Education Academy in recognition of her contribution to education and learning in vet medicine.
Galashiels community engagement workshop. Last year, students turned their vision to a campus building, redesigning 7 Bristo Square for future learning, climate (adaptation) and sustainability to 2030 in a project called Building Futures. Photo credit: Resilient Borders.
It supported students to build confidence in their skills and future careers. To put a framework around this, we have introduced an Edinburgh Award and held workshops on professional behaviours, networking and resilience to support students to make the most of their experiences.
For example, each year, one school addresses the large portion of their students concerned about career planning by organising the Careers Consultant for that school and running a workshop for students on that topic.
It provides a level of assurance to students, employers, and other stakeholders that the institution meets certain standards for quality and effectiveness. The organization was founded with the goal of improving the quality of business education and promoting excellence in teaching, research, and service.
These range from physical resources, like real estate and facilities, to intellectual property and research capabilities. The failure to leverage these assets effectively has resulted in missed opportunities for revenue diversification and has weakened the institutions’ ability to invest in their core mission of education and research.
However, common measures and indicators of student success in higher education typically include the following: Academic Achievement Academic success is often a central component of student success. Career Outcomes The transition to the workforce or further education is an essential aspect of student success.
CC0 [pixabay] Deborah Fowlis, Careers Consultant, shares with Teaching Matters how interactive workshops with chemical industry experts has helped Chemistry students prepare for the workplace… Many Chemistry students are keen to use their degree knowledge directly in a graduate job. May 3, 2018
Chew’s (2022) post shows this happening through non-academic forms of engagement – where the impacts of this type of engagement should not be understated in its ability to contribute towards students’ success and retention ( Moxey, 2022 ). As a result, the benefits of partnership can be multifaceted and all-encompassing ( Alison, 2017 ).
I was motivated not only to gain professional accreditation via a Fellowship of the Higher Education Academy, but also to reflect on my teaching practice and pedagogical approaches within the context of my new role that involved designing and delivering training for postgraduate researchers and research staff across career stages.
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