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.

 

 

Advertisements

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:-

 

 

 

 

Banner

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.

Email image

 

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

Reaching the unreachable: How do we engage work-based or remote students in learning? Wed 31st October, 13.00-14.00 hrs, MMU Business School, Room BS 3.14

jeff-lewis

Presenter: Jeff Lewis, Principal Lecturer CPD & Distance Learning.

Jeff Lewis is employed as Principal Lecturer CPD and Distance Learning and is Programme Director for the BSc (Hons) and MSc Dental Technology teaching programmes. He is also currently acting Associate Dean of Learning & Teaching for the School of Sport and Health Sciences at Cardiff Metropolitan University.

He pioneered the use of web-based video-conferencing (Adobe Connect Pro) for the delivery of learning material to remote learners in the workplace and has advised the university on its uses and implementation.  He is enthusiastic about flipped classrooms and the use of learning technology to enable this.

Jeff is a National Teaching Fellow (NTF) and Senior Fellow of the Higher Education Academy and has received several awards from his profession including ‘Best Educator of the Year’ (Dental Laboratories Association) and ‘Distinguished Technician Award’ (British Orthodontic Society) as recognition for all the work he had done and his contributions to education and dentistry.  He has published chapters in Higher Education books regarding reaching remote learners and has published and presented internationally regarding the use of he arts for reflection.

If you would like to attend this event.  Please register here:

 

Festival of Learning & Teaching, Save the date: 12th – 21st June 2019

Festival L&T Banner_final

Some people will remember our successful Festival of Learning & Teaching in 2016, which featured a very diverse range of activities – who could forget* our own game show, Ready, Steady, Teach?

After a couple of years of more traditional conferences, we’ve decided to return to this extended format for 2019, so please save the dates.  The call for contributions will open on 1st November 2018: we’ll be looking for research papers, workshops, pecha kucha,  discussion panels, games and whatever else you come up with to report on, develop and celebrate learning and teaching at Manchester Metropolitan.

Charles umbrella

For more information, contact your CELT Faculty link or any of the CELT Team

*If you would like a trip down memory lane, there is still a photostream available

programme_z

 

 

Crossing boundaries & navigating borders: Exploring how first in family students move through university landscape. Tue 11th September, 13.00-14.00 hrs, BS 3.28 (Business School)

oshea

Associate Professor: Sarah O’Shea

Drawing on research conducted across the Australian higher education sector, this presentation explores the invisible boundaries that first-in-family learners considered they had to overcome in order to get to and succeed at university. These ranged from institutional or organisational boundaries through to boundaries imposed by self and others. Applying the sensitizing lens of boundary crossing, an analysis of how learners both navigated their transition into university and the types of persistence behaviours adopted is provided. The focus is on those who have traversed these boundaries and considers the nature of these incursions and the impacts such movements had, as narrated by the students themselves. While this cohort all self-identified as being the first in their family to attend university they also acknowledged a variety of additional social, cultural and economic factors that impacted upon this educational journey. Referring to in-depth biographical interviews conducted with 72 intersected learners, this deeply qualitative study contributes to our understanding about the university persistence behaviours of diverse student cohorts and provides an alternative framing from which to consider these educational trajectories. Brief Bio: Associate Professor Sarah O’Shea leads the Adult, Vocational and Higher Education discipline in the School of Education, University of Wollongong, Australia. Sarah’s institutional and nationally funded research studies advance understanding of how under-represented student cohorts enact success within university, navigate transition into this environment, manage competing identities and negotiate aspirations for self and others. Sarah has published extensively in the field and has been awarded over $(AUD)1.5 million in grant funding since 2009. Sarah is also an Australian Learning and Teaching Fellow (ALTF), a Principal Fellow of the Higher Education Academy (HEA) and a Visiting Research Fellow at the Australian National Centre for Student Equity in Higher Education

Register here: