Celebrating a very special Collaborative Teaching Excellence recognition at @manmetuni >>> MetMUnch @metmunch our winners of the Collaborative Award for Teaching Excellence 2020, our warmest congratulations

The Collaborative Award for Teaching Excellence awarded by AdvanceHE, have just been announced.  This year, we are delighted to share with you that MetMUnch has been recognised nationally with this prestigious award.

The student-led social enterprise MetMUnch

MetMUnch is a global award-winning, student-led social enterprise based at Manchester Metropolitan University, which was started back in 2011. At its heart is a passion for sustainable and nutritious food – and sharing that with students, staff, local businesses and communities. The MetMUnch Team run a whole range of sessions, from on-the-spot nutritional advice and running pop-up stalls, to cooking nutritious meals and leading fun, interactive activities.

The MetMUnch Team is diverse; made up of people from different cultures, different parts of the University, and different generations. The team is also multi-layered. Embedded in the Environment Team, the core team consists of two members of staff – Haleh Moravej and Dean Brookes – and 10 student leaders from across the University.

These leadership roles rotate – students get recruited from every faculty in their first year and, and when they graduate, they continue to get involved in MetMUnch events, as well as linking them to the companies and organisations they work for.

MetMunch helps these students develop skills, knowledge and experience to promote health and wellbeing, and then apply it in a range of sessions, workshops and public engagement events. Students in the team enrich their university experience with entrepreneurial and creativity skills, all with sustainability at heart. For everyone involved, it’s an environment where ideas and innovation receive the support they need to flourish.

UTA asked Haleh Moravej, the MetMUnch founder, what it means to win a Collaborative Award for Teaching Excellence. This is what she said:

“Enterprise education, entrepreneurship, sustainability and creativity are key traits needed in 21st century, to provide us with empowered people and a better planet. They have never been more important than now.

The Advance HE CATE award is even more special than my individual National Teaching Fellowship (NTF) award. This is because it is about our TEAM and the unlimited and collective creativity of the MetMUnch community, of the extraordinary people we work with, and the exceptional mentorship of Dr Chrissi Nerantzi over the last 6 years. Chrissi truly has been an inspiration to all of us at MetMUnch and I am very grateful for her compassion, kindness and for always pushing students and I beyond our comfort zone.

I would also like to thank Sam McVeigh (Assistant Director of HR), Jonathan Face (Assistant Director of Estates, Facilities and Capital Development) and Prof Rebecca Lawthom for their modern, empathic and inspirational leadership and support.

When I won my own NTF award for enterprise, sustainability and Nutritional Sciences in 2018, I was thrilled, humbled and expected massive personal transformation and limitless growth. The only way that was possible, was to pour all passion and energy into growing and empowering our team of exceptional students.

This was also a great opportunity to work with students and likeminded creative colleagues from different faculties. Learning more from Environment Team and collaborating with HR, Conferencing, MMU Sport, Widening Participation, International, First Generation, Jobs4Students and Catering Teams. During this time, I had the pleasure of working with Dean Brookes who has been wonderfully supportive, enthusiastic and student focused.

Together, we have been expanding and enforcing meaningful collaborations, along with some new and unexpected partnerships with internal university teams, charities, social enterprises and national organizations. The culmination of this is our student-led GROW Meat Free (GROW). GROW features a meat free café containing upcycled furniture, locally sourced food, and is staffed by students.  It has a packed programme of activities promoting healthy and sustainable habits, including creative workshops that have personal growth and wellbeing at the forefront.

Many thanks to Advance HE for recognizing, rewarding and valuing 10 years of empowerment, courage, curiosity, hard work and true experiential learning and connected teaching where the whole world became our classroom.”

Professor Helen Laville noted in her institutional supporting statement:

“As a modern university committed to education for sustainable development, the pioneering approach of the MetMUnch team is visible and articulate.  The MetMUnch Team, and its student leaders, work with many teams across our institution, both in academia and Professional Services. Together, they develop projects and initiatives around sustainability, enterprise and nutrition, which have a wider impact across the institution and beyond.

The creative pedagogical work, which begins experientially in the classroom, is not contained there, and has challenged the typical institutional structures. Through commitment, hard work and creativity, the team has created synergies and collaborations that have a real impact on our students, their learning and their journey after graduation. MetMUnch is a movement we are proud of embodying our priorities for student education, employment and the planet.”

Our warmest congratulations to Haleh and the whole MetMUnch team! We are delighted and are looking forward to sharing their work further across the institution. Congratulations also to all CATE winner nationally!!!

Access them all at https://www.advance-he.ac.uk/news-and-views/Outstanding-teaching-recognised-in-the-2020-Teaching-Excellence-Awards-for-Higher-Education

Triple Teaching Excellence delights at @manmetuni!!! @halehmoravej @mahse1 & @gm_synergy

The National Teaching Fellowship Awards and the Collaborative Award for Teaching Excellence awarded by AdvanceHE (previously Higher Education Academy), have just been announced.  This year, we are delighted to share with you that further colleagues, individually and in teams, from Manchester Met in collaboration with other higher education institutions have been recognised nationally with these prestigious awards!

Haleh Moravej, Senior Lecturer in Nutritional Sciences from the Faculty of Health, Psychology and Social Care and also a member of the Environment team, has been awarded a National Teaching Fellowship by AdvanceHE for her excellence in Teaching. Haleh also works closely with The Centre for Excellence in Learning and Teaching and supports professional development activities of staff locally as well as further afield. Haleh has been recognised for her outstanding, creative and impactful contributions in the area of entrepreneurship and sustainability in learning and teaching and we are very proud and grateful for her inspiration and contributions.

Haleh is passionate about teaching, her commitment and dedication to excellence is  infectious. She works in partnership with her students, empowers them to push the boundaries and reset their personal best.  Haleh has been committed to excellent teaching for many years and has been recognised for her powerful contribution to our students multiple times locally at Manchester Met, but also nationally and internationally. Haleh is the founder of MetMunch, an innovative student-led student enterprise that makes a real difference to the student experience and students’ path after university.

MetMUnch was founded in 2011 and in 2014 it won the International and National EAUC Green Gown Awards for Student Engagement. This was the catalyst to evolve from a successful pop-up into a dynamic, passionate social enterprise that forges commercial and community partnerships. As a social enterprise, MetMUnch is forging a new path to address some of the world’s most pressing challenges and is aligned with the UN’s Sustainable Development Goals (SDGs). It’s not just an ‘add-on’ to a degree, it’s about developing enterprising, innovative and driven graduates who go on to make their mark on the world. Evidence indicates that MetMUnch is transformative. Ultimately, MetMUnch contributes significantly to building inquisitive, intelligent students that become informed, innovative and enterprising graduates.

Haleh creates a plethora of varied authentic learning activities, these include numerous public engagements that bring learning alive. They are experience-led and embrace risk taking and creativity, responsibility and commitment as well as entrepreneurship and develop personal and professional confidence and competencies in nutritional sciences and prepare her students for being a professional, work and life.

“Haleh has worked  tirelessly creating an innovative platform to drive unique initiatives for students by students, linking curriculum to extra curriculum learning and development. She is the epitome of delivering innovative education to our students and then providing the students to grow their communication, knowledge and leadership experience through MetMUnch events both within the university environment and external public and private bodies.

She has been a driving force behind bringing topical issues relating to sustainability, enterprise and entrepreneurship to students and colleagues across the university and further afield, nationally and internationally.”

Prof. Helen Laville, PVC Education

Haleh’s  AdvanceHE profile.

The Manchester Academy of Healthcare Scientist Education (MAHSE) under the leadership of Prof. Phil Padfield, formerly of The University of Manchester (UoM) and deputy-leadership of Carol Ainley, Head of School of Healthcare Science at Manchester Metropolitan University (Manchester Met) in collaboration with the University of Manchester, Manchester Metropolitan University, the University of Salford, the University of Liverpool and partner NHS Trusts have been awarded a prestigious Collaborative Award for Teaching Excellence by AdvanceHE.

The MAHSE team consists of Carol Ainley (Manchester Met), Philip Padfield (UoM), Kate Smith (MAHSE/UoM), Michael Carroll (Manchester Met), Angela Davies (UoM), Ruth Barnes (UoM), Andrew Brass (UoM),  Emma Jenkinson (UoM), Philip Macdonald (UoM), Martin Stout (Manchester Met), Kai Uus (UoM),  Keith Winwood (Manchester Met),  James Bazley (MAHSE/Manchester Met), Ewan Chamings (MAHSE/UoM), Shazia Dar (MAHSE/UoM), Louisa-Jane Smith (MAHSE/UoM), Sarah Williams (MAHSE/UoM), Lindsey Brown (MAHSE lay rep), Manoj Mistry (MAHSE lay rep), Garry McDowell (Manchester Met) and the wider teaching teams across the collaborative partners.

The Manchester Academy for Healthcare Scientist Education (MAHSE) was established in 2012 with the aim of consolidating and expanding existing collaborations between The University of Manchester, Manchester Metropolitan University, The University of Salford and partner NHS Trusts that underpin the delivery of Clinical Science Masters programmes, which constitute the academic component of the NHS science training programme (STP). It was recognised that, by pooling expertise and working together, bids from a consortium of Greater Manchester universities would be stronger than the sum of individual bids. The vision was to create a community of practice for the education of NHS trainee healthcare scientists where taught programmes cross-institutional boundaries to provide the trainees the best possible education combined with an excellent student experience.

MAHSE has developed a cross-institutional collaborative programme in a complex space that has been recognised as an exemplar of teaching innovation, excellence and imagination where students have a strong sense of belonging, are co-producers and learn and work within a community. The MAHSE team has developed a highly individualised approach to student learning, which ensures that students feel that they are the centre of activity. The MAHSE team have a relentless drive for excellence and innovation. Their approach to technology enhanced learning has been cutting edge. Their leadership on Virtual Reality as a teaching tool has fed-forward into institutional plans for the development of AR and VR to science teaching across the Faculty of Science and Engineering. The team also worked in close collaboration with academics across the university to develop a common approach to the production of our Massive Open Online Courses.

“MAHSE demonstrates an effective and energetic approach to working across the complex institutional frameworks of multiple HE institutions, health care providers, professional bodies and a determination to deliver innovative and exciting teaching.

“To have established a collaboration that services as an exemplar of teaching innovation, excellence and imagination is an outstanding accomplishment.”

Prof. Helen Laville, PVC Education

MAHSE’s AdvanceHE profile

UniofSalford_J.Leigh_Image1The Greater Manchester (GM) Synergy under the leadership of Lisa Littlewood (University of Salford, Director of Placement & Practice Learning) and Jacqueline Leigh (University of Salford, Reader in Teaching & Learning).

The steering team comprises of senior leaders operating from within the multiple GM universities and healthcare organisations, with the team leader situated in the University of Salford. From Manchester Metropolitan University members of the Nursing Department (Jon Clough and Trish Morgan), alongside the HPSC Faculty Lead for Placements (Stuart Roberts), have been key figures in ensuring that this collaborative approach was implemented with their Practice colleagues.

Four Greater Manchester (GM) universities provide undergraduate nursing programmes situated within the Greater Manchester Combined Authority (GMCA), a vanguard site for testing new models of health and social care. The GM universities involved with the project are University of Salford, Manchester Metropolitan University, University of Manchester, and University of Bolton.

The GM universities have a strong relationship and history of collaboration. Since 2009, GM Hospital Trusts, the four universities and Health Education England have worked together as the Greater Manchester Practice Education Group (GMPEG) to operationalise the practice component of the undergraduate nursing programme.

Influenced by evidence from the 2012 Willis Commission on the future of nursing education, and their own practice, the team identified coaching as an effective model for student nurse support in practice. The coaching model advocated by Willis is the Collaborative Learning in Practice model (CLiP™).

Subsequently in this context, a team was formed to develop a new and innovative GMCA model of support for student nurses in clinical practice. Working together and alongside three Partner NHS Trusts (Bolton Hospitals NHS Foundation Trust, Manchester University Hospitals NHS Foundation Trust, and Northern Care Alliance NHS Group), they developed a bespoke GM Synergy Model for student support in practice placements that is based upon coaching ideologies with an emphasis on delivering patient-centred care, promoting student nurse clinical leadership development and peer learning.

The team has broken down the silos and organisational boundaries that in the past would have prevented the success and sustainability of the project. For example, Practice Education Facilitator Champions in each healthcare organisation are utilising GM standardised resources to seamlessly convert student practice placements into GM Synergy placement areas, which has significantly increased student nurse placement capacity.

“The GM Synergy project has been an amazing experience, and also an honour to be a part of. The collaboration by all of the organisations involved has shown the impact working closely can have on the student experience in a practice placement setting. With a strong emphasis on patient centred care, clinical leadership and peer learning, students from differing HEIs have been able to learn together under the GM Synergy coaching model.”

[Stuart Roberts, Manchester Metropolitan University, Principal Lecturer in Placements and Employability, Faculty of Health, Psychology & Social Care]

GM Synergy AdvanceHE profile

Haleh’s, the MAHSE and GM Synergy teams’ contributions to Manchester Met is a manifestation of our commitment to the goals, principles and the Education Strategy. We are truly delighted to be able to capitalise on the energies of such excellent colleagues within and beyond our institution who work tirelessly to create excellent learning opportunities for our students in collaboration and in partnership with colleagues, students and further stakeholders.

We are looking forward to working closer with this year’s NTF and CATE winners and share their good practice and innovations further across the institution. We would like to thank them for making such a significant contribution to the student experience!

The National Teaching Fellowship is a prestigious recognition for teaching excellence that is awarded since 2000 by the Higher Education Academy (since 2018 AdvanceHE) to a limited number of academics and other professional who teach or support learning in the United Kingdom  to celebrate their significant contributions to learning and teaching. The Collaborative Award for Teaching Excellence was introduced in 2016 by the Higher Education Academy (since 2018 AdvanceHE) and celebrates outstanding contribution of teams across an institution and cross-institutionally in learning and teaching.

The Centre for Excellence in Learning and Teaching supports and mentors colleagues and teams who have the potential to be awarded an NTF/CATE in the future. For further information, please access http://www.celt.mmu.ac.uk/ntfs/index.php.

Our warmest congratulations to this year’s Manchester Met NTF and CATE winners and all winners nationally!!!

 

#greenhouse with Haleh Moravej @halehmoravej Powerful contribution from the Hollings Technical Support Group

On the 27th of April, Haleh Moravej hosted the Greenhouse gathering and immersed us all into the world of food and how we could use this for learning and teaching. Colleagues from across the institution joined us as well as the Technical Team from Hollings who also participated in the activities. Their contribution was really powerful and highlighted the important role the team plays to support students especially at the beginning of their studies when they first join the university. We invited them to share with us the story they shared during the Greenhouse gathering which shows their closeness to students and how much they care. The following has been written by Bernie and the team and the images included bring their story alive using metaphors which are really powerful and touched all who were there deeply.

Bernie in full flow, image source: https://farm8.staticflickr.com/7724/17289618165_be39efb263_z.jpg

“Within our group we looked at how we see our students develop over the 1st year of the course within the practical sessions and demonstrated this visually with the food we had been given. We split the student’s thoughts, confidence and development over the first year at MMU into the 3 terms to include our observations as support staff and discussed our role in what we feel is an important part of this student experience.

Students in Term 1: image source https://farm8.staticflickr.com/7707/17085769327_3df5da0e22_z.jpg

In the term starting September we see the students arriving and coming into the practical areas and notice a lot of them are unsure of how to cook, not aware of the various types of foods, and also they can be unsure of themselves. They have arrived some into a strange town, they are coming away from their friends and family groups back at home and in need of support with all the thoughts they would have around this time. Students can be pre-occupied with thoughts of making new friends, the often huge change in their social life, dating and a new found freedom. We demonstrated this with our perception of the lone student as a single egg who is alone and now outside of the group they left behind at home/school/friends and also at this stage they have not yet discovered their groups in this new situation. As you see these groups are represented with cherry tomatoes outside and separate from the egg.  They need support within the practicals and with learning the basics or building upon their skills they already have so that their confidence is improved and also their acceptance of us of and to know that we can help them in their time here at university.

Students in Term 2, image source: https://farm9.staticflickr.com/8721/17105662110_217a18d6c5_z.jpg

The 2nd term January to March we have represented on our food plates as some jumbled ingredients to show that our student’s emotions and thoughts are changing and that they are in the process of taking lots on board. We are still trying to reassure students and encourage them too but also we see that their confidence is improving as the teaching and learning is starting to be taken on board together with settling into peer groups. They become more settled in the practical areas working with confidence and with us still supporting them we see them show this through their enthusiasm as it emerges and so at this stage they feel much happier to ask for or accept our help.

Students in Term 3, image source: https://farm9.staticflickr.com/8704/17291385012_10dd5b2902_z.jpg

In the final term March to July we have used our food to make a smiley face of our happy smiling students they are much more confident in their groups of friends, and are happy to use their new skills. They are also willing to share thoughts and problems with us where we try to help and advise them and obviously refer them on to the right people for further help. Sometimes we are able to spot deeper more serious problems individuals may have which we can pass on usually to the lecturers concerned. We also are happier to see them having developed from the start of the academic year and feel rewarded in our part. Most of us are mums and so have a maternal instinct towards the young students also the mature students can relate to us easily. We all agree that we find this such a rewarding part of our job when we are able to make a difference to them in a friendly supportive way.”

HOLLINGS TECHNICAL SUPPORT GROUP – Dianne Ludman, Wendy Davies, Gaynor Barton, and Bernie Pinder

next #greenhouse with Haleh Moravej @halehmoravej 27 April, 12-2pm

imageOur next Greenhouse will take place on the 27th of April, 12-2pm in the Hollings Kitchen CG24. Haleh Moravej will be our creative gardener. We will be cooking, dissecting and doing art and poetry with food! it will be an immersive session with some music too 😉 Join us and find out how you could be using food for learning and teaching!

Haleh Moravej, image source: http://i.ytimg.com/vi/M-8VY1ezops/maxresdefault.jpg Haleh Moravej is a Senior Lecturer in Food and Nutrition. MetMunch, the student enterprise MetMunch, which recently won the National and International Green Gown Awards for Student Engagement, is her brain child. 

We really look forward to seeing you there.

Please share this invite with others who might also be interested. Thank you. To find out more about the Greenhouse and how to join, please access http://www.celt.mmu.ac.uk/flex/greenhouse.php

We will start putting the Greenhouse programme for 2015/16 together in the next few weeks. If you would like to share your creative bug with others and connect with other creative colleagues from across the university, get in touch!

next TLC webinar on the 27th of January, 12-1pm “Student Engagement” with @halehmoravej

image created by artist Ellie Livermore image source: here

Dear colleagues,

Haleh Moravej from Manchester Metropolitan University will lead an exciting webinar on Tuesday the 27th of December, 12-1pm GMT* during which we will discuss “Student Engagement”.  Haleh won recently the international Green Gowns Awards for Student Engagement.

Also see related film from our Good Practice Exchange

We hope you will be able to join us.

How to join the webinar

To attend and take part in the webinar access the TLC webinar room here: https://mmu.adobeconnect.com/tlc/

To login: Enter as a guest and add your name, institution and country.
We highly recommend that you access the webinar room about 30 mins in advance to test the technology. For further help with this, please check http://www.celt.mmu.ac.uk/flex/tlc.php

Webinars enable active participation using audio, video, text and the whiteboard. A headset is required to fully participate. If you are not planning to speak you will just need headphones to listen to the discussion. When you have entered the webinar room, start the Audio Setup Wizard under Meeting at the top left to check your headset.
Please note A recording of the webinar will be made available at the same URL under a creative commons licence.

About Teaching & Learning Conversations
TLC is an exciting cross-institutional collaboration to provide open CPD opportunities for everybody teaching and/or supporting learning in Higher Education. TLC brings together colleagues from different disciplines, institutions and countries. TLCs are also open to students in HE and we are very interested in including students’ contributions to the programme.
Together, we discuss and debate a variety of current teaching and learning topics in a series of webinars which provide a great opportunity to reflect on and share good practice and to find out what is happening beyond your own institution the more global HE landscape.

All webinars are open to the wider community to join.
Please feel free to share the link to the TLC programme and individual webinars with others who might also be interested. Further information can be found at http://www.celt.mmu.ac.uk/flex/tlc.php
We hope you will be able to join us for this exciting webinar.

The TLC team

Participating institutions and contacts
Manchester Metropolitan University, contact Chrissi Nerantzi and Dr Rod Cullen
University Campus Suffolk, contact Dr Chris Smith
University of Surrey, contact Dr Simon Lygo-Baker
Sheffield Hallam University, contact Andrew Middleton
University of Northampton, contact Prof. Ale Armellini
London Metropolitan University, contact Sandra Sinfield

*(please access the World Clock to convert to your local time)