This site uses cookies to improve your experience. To help us insure we adhere to various privacy regulations, please select your country/region of residence. If you do not select a country, we will assume you are from the United States. Select your Cookie Settings or view our Privacy Policy and Terms of Use.
Cookie Settings
Cookies and similar technologies are used on this website for proper function of the website, for tracking performance analytics and for marketing purposes. We and some of our third-party providers may use cookie data for various purposes. Please review the cookie settings below and choose your preference.
Used for the proper function of the website
Used for monitoring website traffic and interactions
Cookie Settings
Cookies and similar technologies are used on this website for proper function of the website, for tracking performance analytics and for marketing purposes. We and some of our third-party providers may use cookie data for various purposes. Please review the cookie settings below and choose your preference.
Strictly Necessary: Used for the proper function of the website
Performance/Analytics: Used for monitoring website traffic and interactions
Louis, Tuskegee University, and Tulane University in New Orleans, where she established two leadership institutes to support faculty and staffdevelopment. Prior to Georgia Tech, Bolton held administrative positions at Washington University in St.
Dr. Jessica Enders COD's leaders support staffdevelopment to ensure its faculty, administrators, and staff are up-to-date on issues and teaching and learning strategies.
This year we have begun a new collaboration between the Institute of Academic Development (IAD) and Clinical and Health Psychology; working closely together we have developed and delivered skill-based training workshops for students on the MSc Psychology of Mental Health (conversion) programme.
UPCEA and EducationDynamics believe institutional leaders can encourage adoption by offering staffdevelopment and training and establishing guidelines for integrating AI in higher education ethically. Only about 20% said their institution is collecting information about how they use the technology. What hinders its growth?
Gratitude is a powerful force in the workplace and, with the culture of Residence Life, is a point of emphasis when it comes to team dynamics. We’re constantly looking to affirm those who go above and beyond, recognizing their efforts and contributions to our team, department, and to the profession as a whole. It’s fitting.
Whether you’re looking to advance your higher ed career, transition to a role outside of higher education entirely, or just looking to gain some new skills for your current role, it’s important to utilize the professional development resources at your disposal. While I personally believe that pro devo funding should be a thing of the.
Before joining Edinburgh, Tracey held appointments in UK higher and further education, supporting curriculum design and staffdevelopment, including the use of learning technology. As part of the UK Physical Sciences Centre, she worked on national projects in such areas as OERs (open educational resources) and e-portfolios.
For those who work in residence life, supporting our student staff requires both structure and adaptability. Sometimes it feels like balancing logic with intuition—understanding policies while reading the unique personalities on our team. You’ve likely heard of Marvel’s newest hit TV series; Agatha All Along.
The paper is entitled “Experiences of staff new to teaching postgraduate students online: Implications for academic staffdevelopment”, and you can find it in the Journal of Perspectives in Applied Academic Practice.
The next meeting is in May 2017 and will be looking at opportunities for staffdevelopment such as the Postgraduate Certificate (PgCert) in Academic Practice (PgCAP) and peer observation.
I am enthusiastic about promoting staffdevelopment and learning within the NHS and plan to utilise the knowledge and skills gained through participation in the MSc Clinical Education to cultivate this.
Encouraging meaningful student and staff engagement with the curriculum, including through co-creation of learning, teaching, and assessment. University-wide curriculum transformation and making the Edinburgh Student Vision a reality, and effectively communicating this work to students and staff.
Although it’s only week 2 of the new academic year, we’ve received quite a few profiles from students and I know lots of staff members have had more enthusiastic students than usual approach them for a friendly chat about what they do.
Now, they’re cutting staffDeveloping talent isn’t just about technical skills. More from UB : Protests hurt these campuses’ reputation. John Shenette, formerly at Wake Forest and now with CSL Consulting, notes that more and more, the critical talent isn’t technical, it is the capability to work in an educational environment.
Experiences of staff new to teaching postgraduate students online: implications for academic staffdevelopment. Despite all its challenges, now is a great time to dive in to online teaching and (dare we say) bend a few rules and taken for granted assumptions. References Aitken, G., and Loads, D. and Jones, D.
Simon Varwell Simon Varwell is Senior Development Consultant at sparqs , Scotland’s national agency for student engagement, where he leads on institutional support and staffdevelopment.
Encouraging meaningful student and staff engagement with the curriculum, including through co-creation of learning, teaching, and assessment. University-wide curriculum transformation and making the Edinburgh Student Vision a reality, and effectively communicating this work to students and staff.
Image credit: Pexels In this extra post, Haolan Tu explores different methods for tutors to gather feedback from students about their teaching. Haolan is a Post-graduate Tutor at the Biomedical Teaching Organisation, and a Doctoral Student in Diabetes and Steroid Endocrinology.
Encouraging meaningful student and staff engagement with learning and teaching. University-wide curriculum transformation and making the Edinburgh Student Vision a reality, and effectively communicating this work to students and staff.
She provides pedagogical advice and develops innovative approaches for CPD resources, MOOCs, and online MSc programmes. Her research interests include, e-professionalism, digital education, and research ethics.
With the arrival of August come preparations for the fall semester and the excitement of staff training. This is what you’ve been waiting for: getting connected with your staff and welcoming students as they make their way back to campus. When you consider the performance of your team, it will be helpful to view their.
The feeling of newness is starting to wear off, students are starting to test limits with policy and misbehave in a variety of ways, and your staff is moving past their seemingly fake smiles and are starting to lose their. September is often when it feels like ResLife professionals are in the thick of it. Continue Reading →
A final point to acknowledge is that, as individuals, everyone’s ‘reflective capacity’ differs and that includes staff as well as students! This surfaces, for example, when reviewing submissions for HEA fellowship applications – so as always, our curriculum evolution will need to be supported by aligned staffdevelopment opportunities.
In this extra post, Lynsey encourages us to pause and critically reflect on how we engage with our routine e-learning modules with an engaging fire safety example.
Soooo…if anyone knows how to slow down time, now would be the time for you to utilize those talents. I mean it is already July which means it’s basically August and it feels like tomorrow we will be officially welcoming our students back to our campuses. While I know we cannot slow down time, I. Continue Reading →
Ahhh summer…where have you been all of my professional life? I always love when colleagues from around campus see me and ask, is this your down time? Do you ever really get a summer break? I usually just nervously scoff and say yeah I guess June is our “down time” but who am I kidding? Continue Reading →
You’ve seen your team through a lot: you have onboarded them during training in the forming stage, you helped them navigate the prominent conflict of the storming stage, and you supported the team as they found their new normal and made the role their own in the norming stage. But how do you push your. Continue Reading →
Maybe Im stuck in my own social media bubble, but it feels like theres been a huge resurgence in journaling as a hobby within the last few years. Everywhere I look, I see people using journaling as a way to set and track goals, capture lifes memories, and even collect the random scraps and stickers. Continue Reading →
Picture this: You walk into your weekly staff meeting, armed with the agenda, a hopeful smile, and maybe a cup of coffee that screams, I havent slept in two days. But instead of being met with enthusiasm, your team seems disengaged. They avoid eye contact, their responses are curt, and theres a weird vibe in. Continue Reading →
Resident Assistants (RAs) play a crucial role in fostering a supportive and inclusive community within university residence halls. Understanding the dynamics and relationships among residents is essential for creating a positive living environment. A floor sociogram is a powerful tool that can help RAs gain valuable insights into these dynamics.
In this episode, Dr Emily O’Reilly and alumnus Andrew Strankman from the School of Biomedical Sciences discuss their fantastic research project on podcasting in education, funded by the Principal’s Teaching Awards Scheme.
Image Credit: Pixabay In this post, Dr Noel Entwistle introduces crucial insights gathered from his research into student learning dynamics at The University of Edinburgh.
In this extra post, Dr David Quinn, Lecturer in the School of Mathematics, shares his experience of supporting tutors and demonstrators, from informal support like peer support, to more formal routes such as peer observation and the courses offered by Institute for Academic Development: Introduction to Academic Practice (IntroAP) or the Edinburgh Teaching (..)
Even though AI cannot substitute for subject-matter expertise, it can make your existing experts more productive and help staffdevelop new areas of expertise. ChatGPT and other AIs can drastically reduce the amount of time that it takes even highly expert staff to perform core tasks.
In this post, Julia Lisa, a graduate of the MSc in Environmental Sustainability, tells us how participating in the workshop that investigated the “who”, “what”, “where”, and “how” of learning and teaching at the School of Geosciences inspired her to lead her own research project on undergraduate students’ participation in the University’s Nature (..)
In this post, alumna Yval Koch talks about the moment she realised that her learning process didn’t apply to all learners, which motivated her to reflect on how to create inclusive learning environments as she ponders pursuing a career in academic teaching.
The end of the semester is typically a pivotal time for a Residence Life staff. December is upon us and you made it to the end of the line with your team. This is often when transitions happen with team members, students and full-timers alike. And even if there arent staffing changes on your team, Continue Reading →
Campbell (LTW), Susan Greig (LTW) and Daphne Loads (IAD) explains how you can use blogging to develop your professional profile and contribute to professional accreditation… I’ve been blogging for many years now and it’s hard to overestimate the importance of my blog in supporting my career and my professional practice.
University of Edinburgh’s Access Programme photo In this post, Kathryn Redpath, Director of Learning and Teaching for the Centre for Open Learning, describes how a School-wide CPD programme, and enhanced communication channels, are helping the Centre develop a sense of academic community… The Centre for Open Learning (COL) offers a rich and diverse (..)
The Teaching Matters podcast accompanies and complements the Teaching Matters blog, adding another space for students and staff to have conversations and debates around learning and teaching at the University of Edinburgh. Students and staff are invited to engage in topical conversations, which are recorded and edited as podcast episodes.
Photo credit: Pixabay, geralt, CC0 In this extra post, Professor Tina Harrison, Assistant Principal Academic Standards and Quality Assurance and Professor of Financial Services Marketing and Consumption , and Nichola Kett, Head of Quality Assurance and Enhancement Team in Academic Services , explain the importance of mid-course feedback for both staff (..)
Photo credit: pixabay, qimono, CC0 In this new ‘ Spotlight on Practice Worth Sharing ‘, Teaching Matters will be sharing blog posts based on a new initiative that invites colleagues to attend lunchtime sessions aimed at promoting discussion and sharing information on teaching related practice.
Photo Credit: Unsplash, Umberto, CC0 In this article, Eugen Stoica, Scholarly Communications Officer, explains the relationship between Copyright – Creative Commons licences – Open Access, and why these are important for teaching and education.
We organize all of the trending information in your field so you don't have to. Join 5,000+ users and stay up to date on the latest articles your peers are reading.
You know about us, now we want to get to know you!
Let's personalize your content
Let's get even more personalized
We recognize your account from another site in our network, please click 'Send Email' below to continue with verifying your account and setting a password.
Let's personalize your content