New Current Student homepage launching Friday, 30th Augus

New Current Student homepage launching Friday, 30th August

On Friday 30th  August, the existing Current Student homepage will be replaced with a new, revitalised version.

The new page will support you and your students by:

  • Providing signposting to all the information that both you and your students need
  • Presenting information in themes that make sense from the student perspective
  • Promoting time-sensitive messages and services at appropriate times in the academic cycle

The page will continue to use the same URL as the existing version – https://www.edgehill.ac.uk/students/

For more info, contact studentexperience@edgehill.ac.uk

Induction and Transitions Workshop

The next Induction and Transitions Workshop is on Wednesday 24th April. To attend please book via the CLT Professional Development Series web space.

Or for more information or to book a bespoke workshop for your department please contact Dawne belld@edgehill.ac.uk or email CLT@edheill.ac.uk for more details

Student Peer Mentoring

Thank you to all who  attended our very lively and informative group meeting. We have now agreed that there is much activity going on around the university as depicted on our google doc which has been sent with a report to LTC for their consideration. And here is the ‘link’ to the googledoc:https://docs.google.com/spreadsheets/d/1ho4irFjcqNwfSI12wh0rwmUqkNLSUm31FGPyh4hhEh8/edit?usp=sharing

Diverse assessment strategies

Please note this strategy will not be used with students until 2018.

What will happen?

The students are required to work in small groups to produce a 5 minute video explaining a chosen social science concept and how it applies to public health. The production of short videos is relatively simple and provides an alternative to in-class presentations. Students do not have to appear in the video which could take the form of simple animations (using free software) or illustrations/ picture with voiceover. It would be easily transferable to other modules.

The innovative and diverse assessment strategies within the modules, for example the production of a video (HUG1130)

For further information please contact: Stephen Clayton, Stephen.clayton@edgehill.ac.uk

[SOURCE: BSc (Hons) Global Public Health – Stage 1].

Creative assessment

The creativity of assessment, specifically the use of imagery and visualisation in presentations

What happens?

Given the nature of the student cohort and their potential future careers, it was felt necessary to ensure that they were able to convey information using a range of mediums, in particular the use of imagery and visualisation. This assessment method is designed to support students in enhancing their effective communication, creativity and presentation skills. Other settings could equally apply this approach in an attempt to broaden their students’ ability to transmit information in alternative formats.

What is the likely impact?

Directly, this assessment method will develop students’ skills and abilities in communicating information using various mediums, developing and enhancing presentation skills and mastering the use of imagery to convey meaning.

To book to attend a Professional Staff Development Seminar on this topic please click here CLT.

For more information please contact Shelly Haslam, haslamsh@edgehill.ac.uk

[SOURCE: BSc (Hons) Child & Adolescent Mental Health and Wellbeing; MSc Child & Adolescent Mental Health and Wellbeing – Stage 1].

Supporting transitions with assessment

Promoting students’ understanding of assessment (marking and feedback) at key transition points within the programme

What happens?

At the transition points within the programme (induction; L4 to L5; L5 to L6) students will be led through a session which supports them in understanding the increased academic expectations and the Department’s approach to providing them with feedback and feedforward. This is also an opportunity to ‘manage’ students’ expectations and understanding of what constitutes ‘fair’ marking and ‘useful’ comments (NSS questions).

What is the likely impact?

Students are supported in preparing for or anticipating the changes in expectations between levels. Their academic outcomes should then be improved.

For more information about the impact of this strategy please contact:                          Nichola Callander (Assistant Head of Department) Callandn@edgehill.ac.uk

[SOURCE: BA (Hons) Working with Children 5-11].

Feeding assessment forward

Generic feedback on module assessment, provided to students in advance of individual written feedback to assist with current coursework preparation.

What happened?

This is an approach that has been used with some success on other programmes in the Department of Children, Education and Communities i.e. Undergraduate Primary ITE. Module Leaders collect ‘generic’ feedforward from tutors who are engaged in marking an assignment and this is shared with the students who may be working on another piece of assessment which is due to be submitted before the scheduled return of their individual feedback/ forward.

What is the likely impact?

Students are provided with specific academic learning literacies prompts which very often focus them to consider the ‘common’ errors e.g. not preparing for an assignment through active reading.

For more information about the impact of this strategy please contact:                          Nichola Callander (Assistant Head of Department) Callandn@edgehill.ac.uk

[SOURCE: BA (Hons) Working with Children 5-11].