Supporting Transitions: Festive Friday!

Festive Friday

What happened?

Staff host a festive gathering for all of the 1st Year BA Hons Dance Students, providing an opportunity to evaluate and reflect on the students first semester and the journey they have been on since leaving FE.

What is the likely impact?

Feedback indicates that this activity brings the cohort together, helps to build confidence and team work, supports cohort identity and increases motivation with students eager to come back for semester 2.

For more information please contact:

Debbie Deborah Norris, Lecturer in Dance

Norrisdb@edgehill.ac.uk

 

 

 

Developing undergraduate research skills

The focus on, and development of, students’ research skills at undergraduate Level 4 and beyond

What happens?

Students find the skills requisite for a successful dissertation difficult to develop from a standing start at L6. The aim is to introduce the relevant skills at L4 and develop them further at L5 such that they are highly developed by the time students reach L6. This ‘whole degree’ approach to dissertation success is innovative and one that could be utilised by all degree programmes.

What is the impact?

Students are almost immediately exposed to the demands of project work on starting their degree. This is delivered as part of the Cyprus field course and also requires working under pressure to tight deadlines. A similar approach is taken at L5 but with smaller group sizes and projects of longer duration. The successful addressing of these challenges engenders self-confidence alongside developing relevant skills of planning, time management, practical skills, analysis and communication of results, ultimately leading to higher dissertation scores and hence degree grades.

 

For more information please contact: Professor Paul Ashton

ashtonp@edgehill.ac.uk

[SOURCE: BSc (Hons) Food Science & BSc (Hons) Plant Science – Stage 2].

Enterprise Awards

The nomination of students for Enterprise Awards

What happened?

Students have learned a number of transferable skills through the development of new business innovations such as networking, communication with external bodies, budgeting, costing and producing a business plan. It gives the students an opportunity to be creative within an otherwise very scientific subject area.

What is the impact?

This has impacted directly on the students’ confidence to present and pitch a unique product which is related to the subject area they are studying. It also enhances communication skills, professionalism, resourcefulness and team working.

 

For more information please contact:

Hazel Flight

flighth@edgehill.ac.uk

John Mercer

mercerj@edgehill.ac.uk

[SOURCE: MSci (Hons) Nutrition – Stage 1].

Using Blackboard Collaborate for personal tutorials

The use of Blackboard Collaborate for personal tutorials including those students who are studying remotely

What happens?

The use of the full range of tools in Collaborate has enabled us in the MaST team to devote personal time to students, focusing on their specific needs, and at times that suit them.  It provides an opportunity for formative feedback on work-in-progress in a way that is as close as possible to the experience of having a face-to-face tutorial. This practice has been used by tutors in the MaST team to very good avail. It has also been used by some tutors on the outgoing MA Education, and its use will be continued in the newly-validated MA Educational Enquiry and Professional Learning.

What is the impact?

At each module evaluation students have mentioned the way in which they have valued this provision, particularly given the work and personal commitments many have. Further, it helps elaborate and provide clarification on written feedback, which students may sometimes need.

 

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

For further information abut the impact of this strategy please contact:

Victoria Grinyer, grinyerv@edgehill.ac.uk

Andrea Taylor, tayloraa@edgehill.ac.uk

Sue Bailey, baileys@edgehill.ac.uk

Dr Mary McAteer, mcateerm@edgehill.ac.uk

 

[SOURCE: MA Educational Enquiry and Professional Learning – Stage 2].

Alumni to support transitions and improve retention

As part of the Department’s Careers and Employability Week for all Level 5 and 6 students, the Department engages with alumni, particularly their involvement in the Careers and Employability Week and fieldtrips

What happens?

A number of alumni deliver short presentations on their career path since graduation and how they have applied the knowledge and skills gained during their degree. The alumni also attend an informal networking event with the students immediately after the presentations. The Department has also begun to develop links with alumni for field visits to sites where ‘real world’ examples of environmental management practice can be observed.

What was the impact?

Site visits enhance students’ learning by actually seeing approaches and techniques that they are aware of from class teaching being used in practice.

This approach increases the students’ awareness of the importance of the skills (and knowledge and understanding) that they are developing and practising during their degree for future employment. A key message is also the need to record evidence of skills development in a portfolio or equivalent.

 

For more information please contact:

Dr Nigel Richardson, richardn@edgehill.ac.uk

[SOURCE: BSc (Hons) Geoenvironmental Hazards – Stage 2].

Alternative assessment

The Department proposes to collaborate with the Department of Computer Science to explore the potential use of the CAVE resource for developing virtual field trips to 3D landscapes, simulating natural and environmental hazard scenarios etc., to support and enhance students’ experience of fieldwork and hazard management.

What is the likely impact?

Such virtual fieldtrips would allow students to begin to explore a field setting in preparation for residential fieldwork, and to develop research questions for project work in advance of the fieldwork. This would provide an experience of field locations which may be inaccessible for some disabled students. For hazard management, it may allow for different hazard scenarios to be simulated and for students to interact directly with the situation as part of their learning of risk and hazard/ disaster management. Such an approach would enhance interactive learning between students.

The Team’s collaboration with the Computer Science Department to utilise the C.A.V.E resource, particularly in relation to alternative assessment arrangements for disabled students

For more information please contact:

Dr Nigel Richardson, richardn@edgehill.ac.uk

Dr Irene Delgado-Fernandez, delgadoi@edgehill.ac.uk

[SOURCE: BSc (Hons) Geoenvironmental Hazards – Stage 2].

Embedding research skills

Embedding of research skills at all Levels of the programme

Embedding research skills at all Levels allows for a gradual progression in the sophistication of techniques and approaches introduced and applied as a student progresses through the programme, so that they have a range of research skills at Level 6 that can be applied in the Dissertation research project.

What was the impact?

The approach provides students with a range of skills and expertise in field and laboratory-based research techniques. Therefore, when developing a dissertation research project it provides them with a range of topics that they can pursue.

 

For more information please contact:

Dr Nigel Richardson, richardn@edgehill.ac.uk

[SOURCE: BSc (Hons) Geoenvironmental Hazards – Stage 1].