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Photo credit: unsplash, Elizabeth Jamieson, CC0 In this post, Dr Daniel Kenealy, a Lecturer in Public Policy in the School of Social and Political Science, presents his six top tips for organising student work placements One of my most challenging but rewarding tasks has been the development of around eighty ‘Capstone’ placements for postgraduate (..)
During the presentation itself, the theorists would say a few words setting the background to the paper – no need to present the papers in full as we had read them in advance – and then two students would present prepared responses. This is how the course differed from an ordinary research seminar. General discussion ensued.
Candela’s reasoning for taking this approach was to encourage students to see data management as a key aspect of the whole process of preparing for and carrying out a research project. Workshops were run in Spring and Autumn 2019, and Candela delivered training to around 100 attendees.
Advice from former student presented at Storyline session 2017 These are just a few examples of the ways in which alumnae with relevant experience have taken part in lectures and seminars to prepare current students for a specific element of professional practice.
For example, I hold positive regard for every student and make them aware of this. This can lead to some interesting chats in seminars on the challenges of getting balance and the difference between having positive regard towards a learner, (not necessarily their behaviour) and being or being seen as a pushover.
My course introduces students to (a selection of) interdisciplinary topics which are relevant to business. I teach these in two weekly lectures, and my team of experienced teaching assistants lead a 2-hour small group topic seminar discussion (no slides!).
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 also held a methodology-based seminar – the grounded theory workshop – run by Dr Ethel Quayle (Senior Lecturer in Clinical Psychology) and Dr Susanne Kean (Lecturer in Nursing Studies). Alongside academic activities, we organised a series of events to enhance PGRs’ wellbeing and encourage teambuilding.
Foster: With SACHA it’s not all about what the university can give students through lectures and seminars but what the students can also give back to the university. It is a “give and take initiative” with the aim to involve students in the decision-making process in the University.
Reimagine the Student Experience Central to the transformation is a deep understanding of the new generation of learners — what they seek from their education and how they envision their university experience.
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