Congratulations Katrina on both your PGCHE and full AHRC Scholarship.

KatrinaIngram

Congratulations to Katrina our Academic CPD Administrator for completing the Postgraduate Certificate in HE incorporating HEA associate fellow status. The PGCHE provides a nationally recognised qualification for teaching and academic practice in HE. Upon completion, participants gain 60 masters’ level credits and have the option to proceed to the masters in Higher Education. Katrina registered for the complete Master of Arts in Higher Education (MA) but decided to exit with an award, as she will be starting a PhD in September. Katrina said she found the experience an exciting challenge and different from her original discipline in history.  She chose to participate in the ‘Global Citizens’ workshop and admits she found it more interesting than she initially thought.  She particularly enjoyed the conversational aspect and discussions based around ‘What is a Global Citizen? Moreover ‘‘what can we do? This looked at the difficulties faced by international students in the UK and ways in which we could improve on their experience. The next chapter on her journey was ‘HE today, the core unit for non-teaching staff.  This looked at the HE landscape and modern universities incorporating different perspectives/priorities on what a university looks like within professional services, stakeholders etc. TALENT was an opportunity for Katrina to deliver her first short teaching session entitled ‘Challenges historians face when using primary sources’. This experience highlighted how different teaching is when compared to delivering a conference paper.  Katrina thoroughly enjoyed microteaching and the feedback she received was a wonderful confidence boost. This teaching session is now available as a UTA resource for ILTA and TALENT students.

Katrina has also succeeded in winning a full scholarship from the AHRC to do a PhD on Veteran soldiers in medieval literature. This will be full time starting in October and will be part of the returning soldier network.

We would like to take this opportunity to wish Katrina the very best on this new and exciting chapter in her life. Very well deserved!

Click on this link if you would like to read more:-

You can contact Katrina on: k.ingram@mmu.ac.uk

Twitter @katrinaingram5

Tel: 4673

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Congratulations to Orlagh on her Principal Fellowship of the HEA

I decided to apply for Principal fellowship of the HEA as I felt it would be a good opportunity to consolidate my personal development in my career and highlight my commitment to learning, teaching and the student experience. Having chosen the presentation route, I was aware of the need to ensure that I was mapping practice against the D4 criteria throughout. I was systematic in my approach to this and referenced against the standards all the way through the presentation, ensuring that I was able to also demonstrate Impact and provide evidence of this.

The whole experience has given me the opportunity to evaluate and critically reflect on practice. Having undertaken some analysis during the evidence gathering stage, I have been able to review areas of activity that require change and development. Overall, I found the experience to be very rewarding. Having always considered myself a reflective practitioner, applying for Principal fellowship has prompted my development of a more formal and systematic process of reflection, which I feel will undoubtedly have a positive impact on my future practice!_ORLAGH Continue reading

Towards a manifesto to advance imagination & creativity in HE & educational practice @academiccreator #creativeHE @circle_sfu > Join us!

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A recent article in the Journal of Creative Behaviour, proposed a Socio-Cultural Manifesto for the purpose of advancing theory and research in the field of creativity studies (Glaveanu et al 2019). It set out a number of propositions or beliefs about creativity held by the signatories and briefly explored the implications of these for researchers in this field of study. We found the document useful to test our own views on creativity and it was gratifying to discover that our own explorations of the meaning and practice of creativity are closely aligned to the socio-cultural perspectives offered in the manifesto.

Manifestos are common in the field of education. Such documents identify and justify concerns, new needs and interests and propose changes to current practice. They provide a platform around which interested practitioners and institutions can cohere. A nice example is the Learning Outside the Classroom manifesto prepared by the Council for Learning Outside the Classroom (https://www.lotc.org.uk/), which sets out the case for why learning outside the classroom is important, how such learning might be achieved and what practitioners, schools and other organisations can do to promote and realise the ideals contained in the manifesto.

Another example, initiated by a group of educational practitioners, is Manifesto 15 (https://manifesto15.org/en/).

The need for higher education to pay more attention to the growth of imagination and the creative development of learners has been recognized for many years. As we get deeper into the 21st century the future has turned out to be even more uncertain, turbulent, challenging and disruptive than we ever imagined at the start of the millennium. An education system that does not commit to the development and recognition of learners as whole, imaginative and creative beings is not enabling them to prepare themselves for a future that none of us can imagine.

As a starting point for collective, bottom-up action the Creative Academic, #creativeHE and CIRCE networks will, through an open discursive process, develop a manifesto

to Advance Imagination and Creativity in HE Learning and Educational Practice. The Manifesto, and some of the related discussions, will be published in the April issue of Creative Academic Magazine (CAM#13) during World Creativity and Innovation Week (April 15-21, 2019). This will be our collective contribution to this important annual global event.

Important questions

Q1 What are the most important reasons for why higher education needs to take seriously the development of learners’ imaginations and creativity and invest in educational practices that encourage and facilitate such development?

Q2 What are the important values, propositions and principles that need to underpin such a manifesto to encourage higher education to invest in educational practices that facilitate the development and recognition of learners’ imaginations and creativity.

Q3 What actions might be undertaken at the level of individual practitioner, department/ subject group, institution and whole system, to realise aspirations contained in the manifesto for a more creative future?

Join us at https://www.facebook.com/groups/creativeHE/

Norman Jackson & Chrissi Nerantzi

Co-Founders Creative Academic, co-facilitators #creativeHE

Gillian Judson

Director Centre for Imagination in Research, Culture and Education (CIRCE)

 Background reading
Glaveanu
,V.P., Hanson, M.H., Baer, J., Barbot, B., Clapp,E.P., Hennessey, B.,  Kaufman, J.C., Lebuda, I., Lubart, T., Montuori, A., Ness, I.J. Plucker, J., Reiter‐Palmon, R.,  Sierra, Z., Simonton, D.K., Neves‐Pereira, M.S. and Sternberg, R.J. (2019) Advancing Creativity Theory and Research: A Socio‐cultural Manifesto Journal of Creative Beahviour  1-5 23 January 2019  Available at: https://onlinelibrary.wiley.com/doi/full/10.1002/jocb.395?fbclid=IwAR1OpJ2bmqneyQJECMchh7OpBHGRhg6e0ueTDZIz7mdXJHZ470xStsxpJUU

Jackson, N., Oliver, M., Shaw, M., & Wisdom, J. (Eds) (2006) Developing Creativity in Higher Education: An Imaginative Curriculum. London: RoutledgeFalmer.

Jackson N J (2008) Tackling the Wicked Problem of Creativity in Higher Education Surrey Centre for Excellence in Professional Training and Education Available at: http://imaginativecurriculumnetwork.pbworks.com/f/WICKED+PROBLEM+OF+CREATIVITY+IN+HIGHER+EDUCATION.pdf

Example Educational Manifestos

Learning Outside the Classroom MANIFESTO  Council for Learning Outside the Classroom Available at: http://www.lotc.org.uk/wp-content/uploads/2011/03/G1.-LOtC-Manifesto.pdf

CONNECTED LEARNING MANIFESTO

https://docs.google.com/document/d/1UNWboiHEfzuDiEzABZhpLR9FGe26-XJNzwEc9qSEdsY/edit

Manifesto 15 Evolving Learning https://manifesto15.org/en/

 

 

Educational Escapes Seminar – Monday 18th February – 12.00-13.00 hrs in JD E249

Araida Hidalgo-Bastida has organised an additional Educational Escapes seminar for Monday 18th February at 12pm until 1pm in John Dalton E249

We are calling this special event “Canadian Escapes” as we are privileged to host Dr Tranum Kaur from the University of Windsor in Canada who will be speaking on “  Best practices for integrating international students in a Canadian higher education institution”.

 A short summary of the session is provided below together with Dr Kaur’s biography.

 Best practices for integrating international students in a Canadian higher education institution

 As per the Canadian Bureau for International Education (http://cbie.ca), 494,525 international students were enrolled across educational institutions at various levels in Canada in 2017, representing 34% increase since 2014. The Master of Medical Biotechnology (MMB) Program offered at the Chemistry/Biochemistry Department, University of Windsor, Canada is an accredited graduate level professional program. International students registered in the MMB program have diverse educational backgrounds (physicians, dentist, biochemist, pharmacist, biotechnologies etc.), and disparate levels of “soft skills” such as communication and leadership skills. Variations in freshman academic preparedness entails unprecedented challenges ranging from unfamiliarity with Western pedagogical/assessment methods to issues related to plagiarism. Particularly, in international programs, teaching practices require modifications to accommodate multicultural class environments. Attendees in this interactive session will benefit from discussions around pedagogical practices for integrating international students in higher education.

 Please come along, listen and ask questions:-.

Dr. Tranum Kaur

Dr kaur

As a University teaching faculty, Dr. Tranum Kaur have over 12 years of teaching experience to undergraduate and graduate students. Has designed, developed and delivered several new courses and promoted active pedagogical learning practices such as facilitated discussion forums, case-based team presentations, field trips, and clicker-based evaluation quizzes. Dr. Kaur have participated in numerous educational workshops and conferences as part of her continuous professional development.

As the Master of Medical Biotechnology (MMB) Program Academic Director, Dr. Kaur has extensive experience in MMB program’s academic and administrative management including substantial curriculum revisions, providing academic advising, and oversight of overall program direction. She is passionate about aligning curricula with employability skills, and student’s success.

Dr. Kaur is a recipient of several prestigious awards including Excellence in Mentoring (2018), Roger Thibert Teaching Excellence (2017), and Dean of Science Recognition (2015) Award.

 

 

Learning and Teaching Development Programme – Spring 2019

Spring 19 BannerWelcome to CELT’s learning and teaching development programme for spring 2019.

The programme has been designed  to provide  a mixture of sessions which are particularly useful at this time of year alongside those which may help you think ahead to planning for future academic years.  In the former category, there is a strong focus on preparing for assessment, and in the latter, there are sessions on employability, inclusive and creative teaching and the use of technology.  The programme also contains longer units which can be taken with or without credit.

We know it is difficult to fit professional development into busy timetables; the sessions are generally short and focused, and some are offered online in order to provide flexibility.  All of the sessions can be used to support applications for professional recognition for Fellowship or Senior Fellowship of the Higher Education Academy, or as part of a programme of personal study towards credit for out FLEX units which contribute to the PGC and MA in Higher Education.

If you would like to view the spring brochure.  Please click here:-

If you would like to register for any of the workshops on offer. Please click here:-

 

 

 

 

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There will be several events offered each day during the festival, at both the All Saints and Crewe campuses. The call for contributions is now open and we would like to encourage you to contribute to the Festival. We’re looking for short sessions which will enable participants to either:

  1. Give people an idea or discuss a hot topic in a World Cafe style session; you’ll have ten minutes to make a pitch to a small group, and then they will move on, and you will get another group. This could be a taster for a longer workshop or research presentation
    or
  2. Find out how to do something you can do: make formative assessment work well, get groups to work together effectively, use Lego in teaching, or use an innovative form of summative assessment, for instance – we’re looking for practical sessions lasting one or two hours here
    or
  3. Learn about a learning, teaching or assessment idea you’ve implemented successfully and evaluated – we’re looking for short research presentations, preferably around 10-15 minutes, though we’ll have spaces for very short Pecha Kucha style sessions, and some longer ones if appropriate

Please use the following form to propose your session or request something of interest/external speaker using the link below.

Please submit your proposal by 25th February 2019

Feedback will be received as soon as possible after this date.

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VESPA model training opportunity

Steve Oakes will be delivering a session of VESPA training at MMU on 22nd November from . Steve has co-authored a couple of books – one around the GCSE Mindset and one the ‘A’ Level Mindset – and is a guest lecturer at the University. The research looked at students who didn’t perform so well at GCSE but then went on to thrive in their ‘A’ Levels, and vice versa, and the reasons for this. They concluded that students who scored highly on the following qualities were more successful:

Vision – They know what they want to achieve
Effort – They put in many hours of proactive independent study
Systems – They organise their learning resources and their time
Practice – They practice and develop their skills
Attitude – They respond constructively to setbacks

They found that these characteristics beat cognition, and that ‘ceiling’ students had significant gaps in one or more of these characteristics. The findings are equally applicable to university-level students.

In order to develop these skills in students they developed what is called the VESPA model; a series of 40+ activities which help students to develop these 5 qualities. The training being delivered on 22nd will introduce attendees the VESPA model and train them to deliver these activities.

The training session is open to MMU staff who might be interested in delivering some of these activities through their practice. It will be free to attend. If you are interested, please contact Helen Lord (h.lord@mmu.ac.uk), Transition and Peer Support Manager.

In brief
VESPA training
22nd November
9.30-12.30
contact: h.lord@mmu.ac.uk
cost: free