Pedagogies for Sustainability, Responsible Enterprise and Innovation: 11th July 2018

seeg event full

On the 11th July research group SEEG in partnership with Centre of Excellent in Learning and Teaching (CELT) are hosting a joint workshop: Pedagogies for Sustainability, Responsible Enterprise and Innovation.

The workshop draws together in-house MMU expertise, recent CELT-funded research , and good practice from external and international case studies to look at how new and innovative pedagogical approaches, including Problem and Enquiry Based Learning (PEBL) short training courses (Carbon Literacy) and online-technology facilitated learning can help us stay at the forefront of enhanced student experience and pedagogical innovation. We will hear about case examples from Nottingham Trent University, and internationally from colleagues from Arizona State (USA) and Aalborg (DK) Universities.

The whole schedule for the workshop is now fully confirmed, please click the Eventbrite link to book your place: https://pedagogy-mmu.eventbrite.co.uk

If you have any questions about the event, please direct them to Valeria Vargas (v.vargas@mmu.ac.uk) or Sally Randles (s.randles@mmu.ac.uk).

 

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NUS Responsible Futures meeting

Dear Colleagues,

 

We have the pleasure to invite you to Manchester Met’s National Union of Students (NUS) Responsible Futures (RF) meeting on the 4th of May at 2 pm in BS 311, hosted by the Sustainable and Ethical Enterprise Group (SEEG).

The NUS Responsible Futures project aims to place social responsibility and environmental sustainability at the heart of education across UK universities and colleges. The NUS Responsible Futures accreditation aligns with other accreditations and initiatives including People and Planet University League, QAA subject benchmarks, PRME, EQUIS, AACSB, Institution of Environmental Sciences (IES).

Manchester Met was one of 15 universities and colleges to pilot the RF project, helping to develop the standard. We achieved our institutional accreditation in 2015 – the feedback report can be found here:

https://www.celt.mmu.ac.uk/esd/MMU%20Responsible%20Futures%20Feedback%20Report%20.pdf

A reaccreditation audit will be taking place on May 16th and 17th, where a selection of criteria must be met through a partnership between our institution and Students’ Union.

There are great examples of teaching, engagement and research activities across Manchester Met that are relevant for the reaccreditation. However, keeping up to date with all your great work is not always easy. This is why we have the pleasure to invite you to an hour meeting in which we will provide an overview of NUS Responsible Futures project/accreditation, followed by a discussion from which we will gather information to showcase to the student auditors and the NUS.

It is also a great pleasure to announce that the three Responsible Futures high-level champions are:

Amie Atkinson, Cheshire Vice President (The Union)

Dr. Liz Price, Head of School of Science and the Environment (Manchester Met)

Prof. Sally Randles, Chair of Sustainability and Innovation (Manchester Met)

We look forward to seeing you!

 

Please email Chloe Andrews C.Andrews@mmu.ac.uk to confirm your attendance.

International day of action against Contract Cheating

Today has been  designated as the International Day of Action against Contract Cheating, with the aim of raising awareness about the issue among all members of the higher education community. Contract cheating is a phrase coined to describe the action of a student getting someone to complete a piece of academic work on their behalf, and then submitting it as if they had done it themselves (I more or less copied that from the Contract Cheating website since I couldn’t think of a better paraphrase – full credit to them). The most commonly used approach is custom essay-writing services, which advertise widely among the student population (Newton and Lang, 2016). In the UK, the QAA published a sobering report on this in August, and has made various suggestions about appropriate actions:

Universities, colleges and sector organisations should work in partnership to tackle custom essay writing services. Ÿ

The possibility of legislative approaches should be investigated. Ÿ

Companies selling advertising space should reject approaches by sites selling custom essays, and search engines should limit access to these sites. (QAA, 2016)

At programme level, colleagues can help to work against this kind of activity by emphasising the ethical and moral implications, reminding students of the penalties of academic misconduct, and encouraging students to seek the support provided by the university for them to do their own work. You can check out our plagiarism resource or contact your faculty link for more detailed support.

Newton, P. M. and Lang, C. (2016). “Custom Essay Writers, Freelancers, and Other Paid Third Parties.” Handbook of Academic Integrity: 249–271.

QAA (2016). Plagiarism in Higher Education – Custom essay writing services: an exploration and next steps for the UK higher education sector. Gloucester. http://www.qaa.ac.uk/en/Publications/Documents/Plagiarism-in-Higher-Education-2016.pdf

Integrating strategic goals in the 21st century curriculum’ – creating a new resource

To help HE academic staff work with the ideas of Internationalising the Curriculum, the UK Higher Education Academy (HEA) published a framework in 2014. As some have said, this is an ‘elusive concept’ that can be difficult to make concrete. At MMU we have been fortunate to secure a small funding grant from the HEA to help to build a repository of examples of good practice in internationalising the curriculum and in integrating other strategic priorities (such as Education for Sustainable Development and Employability ). The MMU team, led by Pro-Vice Chancellor for Students Penny Renwick and including staff from CELT (Alicia Prowse), Faculty of Health, Psychology and Social Care (Neil Carey), Science and Engineering, (Konstantin Tzoulas) and MMU Cheshire (Jason Woolley) are aiming to find at least 8 examples within MMU to begin this, and to invite contributions from other HEIs to further populate this resource.

We would love to hear from any member of staff, or any student, who feels that they may have an example of how their curriculum (in its widest sense, anything from a session, an assessment, a unit, an entire programme or a range of extra-curricular activities) is internationalised. Sometimes this can be quite obvious, but in other cases this could be more subtle.
Examples might include:

• a group of students in Manchester work with a group of students in Uganda by Skype to discuss educational values;
• student discussions of how perceptions of sporting prowess differ depending on the cultural context;
• unit re-design following staff reflection on how students from different cultural backgrounds perceive their courses.

Please do get in contact with any team members or for general queries contact Alicia Prowse a.prowse@mmu.ac.uk

Post contributed by Alicia Prowse, Principal Lecturer in CELT.

Learning to Facilitate Problem Based Learning

David Wright 1David Wright is a Lecturer in Exercise and Sports Science at MMU. When he started lecturing a few years ago, he was introduced to Problem Based Learning (PBL) by a colleague and has since gone onto to learn and use it in his teaching. One of the challenges of implementing PBL is the step change for the teacher. The term teacher in PBL, in fact, is a misnomer (Food for thought (22): Learning through problems with Dr Leslie Robinson) with the traditional teacher role being replaced with a facilitator role.

Here, David writes about how he learned Problem Based Learning and gives advice for those just starting to use it.

See Good Practice Video featuring David Wright and Damian Keil on PBL Continue reading

Preparing your students for Problem Based Learning

Damian Keil - 1

Damian Keil, Senior Lecturer in Exercise and Sports Science at MMU, has been using Problem Based Learning, or PBL, for a number of years. We recently made a film with Damian for the Good Practice Exchange, featuring interviews and thoughts of students and staff involved with the initiative to make learning active. Implementing PBL can be challenging, as it requires a step change for staff, but also major shift in the the expectations of students of their educational experience. Here, Damian writes about his methods for preparing students to get the most of of Problem Based learning.

See Damian Keil in action in his Good Practice Video Continue reading

Creative Teaching: Poetry for Reflection

Dr Kirsten Jack recently featured in a film for our Good Practice Exchange in which we focused on her creative use of poetry for nurse education. As many people find out, creative teaching can be quite a risky business and encouraging students to engage in activities outside of their comfort zones can be challenging. Here, Kirsten has answered four extra questions looking into issues of engagement and class management as well as looking ahead at what lies ahead for poetry in her teaching.

1. Do you have trouble engaging students in the challenging task of writing and reading out a poem?
“I think there can be students who are resistant to the process and some students do need more encouragement. I think a lot of students focus on the end product, which is the poem. And it is hard to get the message across that it isn’t about the end product at all, it is about the stages that they go through to write that end product. We know, and our students have told us that it is the drafting and redrafting of the poem that is the important bit, so it is the thinking and the stepping back and the thinking about it rather than the actual poem. We try to reinforce that and keep telling the students that.
I think another way to encourage students to take part is how we write our own poem and when we read our poem too, so we are exposing something of ourselves as well. I think that is very important to promote the fact that we all feel vulnerable and we all have experiences in practice that may be upsetting, that we feel sad about or, indeed, feel particularly happy about, but it is the sharing and the understanding bit that is important.
The other method I use is to say ‘don’t knock it until you’ve tried it! Have a go, write something and have a go at reading it out and then tell that you don’t like it, but just try and do your best.’ And I think if you set the scene and encourage the students over a period of weeks, they start to feel more comfortable with you and with their colleagues in the classroom, I think that is really helpful.”

2. Student often talk about very sensitive subjects, how do you manage this?
“Our students tell us that sitting and thinking about how they felt about an experience, writing the poem and redrafting and the rethinking and the rewording helps them to think and revisit an incident in a very meaningful way. I think that is particularly important for the incidents where students talk about something, which may involve a death of somebody, and it may involve the death of a patient that they have maybe got quite close to. So, going over the incident and going over the death and how they felt can be a very cathartic experience for them. They are in a group when they read the poems out, they are with their friends, they are with me, so it is safe environment and it is a way of them understanding that what they are feeling is normal and that other people feel the same. Very often, students will get upset when they are reading the poem out or they are talking about what happened, and they will cry and other students will cry. Sometimes I cry too, but I think that is OK because then the students think ‘well, it is not just me! I’m alright. I don’t need to be any tougher. It is alright to feel these things’, so I think it normalises the situation for them.

3. What do you most enjoy about doing poetry for reflection?
I think the best think about this session and this way of teaching is the meaningful discussions that we have after the poems have been read out and the way in which this style of teaching develops confidence. There is nothing like writing a poem and then reading it out to develop a student’s confidence and a lot of them feel very uncomfortable about it, but once they have done it, usually they are very glad they have done it and they feel better about themselves for having done it.

4. Are there any developments on the horizon?
“I think a way of developing this activity, and this has come from the students, a group of students, about five of them , from the last group that we ran the session with, they wanted to have their poems recorded. So we’ve recorded the poems and what we are going to do is put some animation over the top of that, and they are going to own all of that. Hopefully then we are going to use that as a way of spreading the word amongst nursing that writing poems is a really good way to share experiences about our practice.”


The Good Practice Exchange is an online resource created by CELT MMU to celebrate and share good practice in learning, teaching and assessment by our colleagues across the university. If you or your colleagues have a teaching initiative or aspect of good practice you think would be valuable to share, contact Eleanor Livermore on e.livermore@mmu.ac.uk. Thank you.