On Monday 2nd July 2018 the annual University Learning and Teaching day is taking place on campus. It is recommended that all academic staff attend a minimum of two sessions. Booking prior to the event is essential.
All sessions will be repeated twice to provide maximum opportunity for staff to attend their preferred sessions. Abstracts are available on this webpage.
The annual staff BBQ (organised by Staff Wellbeing) will take place on the same day, between 12 – 2 pm on the Front Lawn.
If you have any queries regarding the University Learning and Teaching Day, please email: firstname.lastname@example.org in the first instance. Thank you.
Facilitators: Prof. Mark Schofield and Lana Orr
Subject-level TEF is rapidly approaching. This session will offer the opportunity to gain understanding of what the metrics mean and importantly how narratives will be a vital element of the process. The criteria will be explored in-depth alongside real, concrete examples, from the TEF so far. Colleagues will be able to identify what they do already that is excellent and aspects that they may consider adopting and adapting in the future.
2. Induction and Transitions
Facilitators: Emma Hall, Peter Leadbetter, Gillian Pye, Debbie Norris and Dawne Bell
This session has been designed (and is delivered by) Faculty Induction and Transitions Leads and aims to support individual staff and departments in their development of best practice in relation to issues around Induction and Transitions in HE. The workshop will introduce issues around Induction and Transitions in Higher Education (HE) within the context of the Student Experience, the NSS and through retention, and aims to create space for discussion, and to seek and share solutions to challenges identified.
3. Assessment Literacies
Facilitators: Tony Turjansky and Claire Moscrop
This session will present the outcomes of the recent institution wide assessment literacy project. This will include the details of the project, an overview of results and an introduction to the suggested baseline for student and staff assessment literacy development.
4. Teaching and Learning Showcase
Facilitators: Senior Teaching and Learning Fellowship Leads: Dave Wooff, Dr. Alice Diver and Dr. Stephen Kelly. Also, Helena Knapton
The very best strategies from across each faculty – drawn together in one cohesive workshop. Full session description to follow.
5. Developing Academic Writing
Facilitators: Lindsey Martin, Adrian Cain and Laura Taylor
One of the aims of using Turnitin as a formative assessment tool is centered on trying to shift habits of practice in respect of developing academic writing. The use of Turnitin is promoted as a means of shifting practice, for students and tutors, by challenging existing habits. Therefore, we have investigated Turnitin as a support for the development of new approaches to engage students with their writing. A significant aspect that emerged in our research was use of the software to promote its developmental advantages, and to shift student perceptions away from plagiarism detection toward supporting and developing their skills. Also we found that the lack of understanding about the implications of originality and similarity reports has meant a need to engage in more discussion around student writing development, their responsibility for that writing and how the tool enables opportunities for formative feedback. Therefore, it is useful to consider the use of Turnitin as a means to question particular habits of practice and develop a more student-focused tool. This presentation shows how we have worked as a team to encourage staff and students to use Turnitin as a formative tool to support academic writing. We will review and synthesise our data from the fellowship staff development series’ seminars and suggest practical and innovative ways to inspire staff and students in the use of Turnitin.
6. Strategic Induction and The Big Read
Facilitators: Dr. Alison Baverstock PFHEA (Associate Professor, Department of Journalism, Publishing and Media. Director, The KU Big Read), Sara Crowley, Frances Scattergood and Ivy Sala
We are delighted to announce that Edge Hill University will be participating in The Big Read project in the 2018/19 academic year. In the lead up to enrolment students will be sent a personalised, Edge Hill branded edition of The Big Read title. The aim of this shared reading project is to make those coming to the University feel welcome before they arrive, and create links between them and the staff and students already here. Staff will also receive a copy of the book. A delivery of activities and events will follow to encourage community building.
This session will provide more information about The Big Read initiative, including how we plan to make The Big Read a big part of university life. We are pleased to welcome DR Alison Baverstock from Kingston University where the project has been running since 2015, to talk about her experience and the values of a shared reading scheme.
7. Supporting Staff to Support Students
Facilitators: Dawne Bell, Elke Weissmann, Charlotte Everitt, Megan Blissett, Phillippa Dunning and Christina Bebbington
Delivered jointly between the CLT and Student Services, mindful of retention, student experience and the NSS, this session has been designed specifically to support staff to support their students. This session will explore the role of the ‘personal tutor’ and consider the challenges of the role. It aims to encourage staff to reflect on their own practice, and will provide an introduction to some practical strategies for success, including how and when to signpost to university support.
8. SOLSTICE Showcase (TEL)
Facilitators: Senior SOLSTICE Fellowship Leads: Jacqui Basquill, Dr. Andrea Wright and Laura Taylor
At Edge Hill University, the emphasis on Technology Enhanced Learning (TEL) has been vital to the institution’s strategy for excellence in learning and teaching. The commitment to continuing development and supporting innovation in Learning and Teaching is a key focus for the Senior SOLSTICE Fellowship Leads and in this session we would like to highlight some of the projects we have been involved in and some of our ongoing work.
9. Building positive learning communities
Facilitators: Dr. Linda Kaye and Prof. Rod Nicolson
With retention being a key concern in the context of the TEF, embedding more effective peer support strategies within the culture of students’ university experience may be one way of providing a more effective proactive support structures to bolster against attrition. As such, this leads to the development of our Integrated Learning Communities (ILC) initiative which we propose as a peer support strategy, designed to promote positive student well-being and engagement outcomes. This initiative works on the principle that students are placed in small “clusters” as they enter their first year of their course. A number of embedded activities are intended to promote the workings of the clusters. Specifically, it is intended that each cluster will have its own Personal Tutor (PT) assigned to it, who leads on cluster-based group activities aligned with the PT system remit. As such, the ILC is designed as both a peer support system, as well as way of supporting more effective tutor-student relationships. The specific activities intended to comprise these cluster sessions are informed from core psychology theory, from which the specific expected well-being and engagement outcomes are theoretically viable. The theoretical basis for this proposal derives from Social Identity Theory (SIT; Tajfel, 1978, 1979; Tajfel & Turner, 1979). SIT posits that individuals define themselves in respect of their affiliations to social groups (Tajfel & Turner, 1979). Here, it is widely evidenced that enhanced group identification or affiliation is related to positive well-being, such as an enhanced sense of self worth, psychological wellbeing and lower loneliness (Crocker, Luhtanen, Blaine & Broadnax, 1994; Kaye, Carlisle & Griffiths, in press; Kaye, Kowert & Quinn, 2017). As such, it may be expected that the cluster structure operationalised through our ILC scheme may hold equivalent benefits. However, in order for this to be effective, the practical strategies must align to the theoretical principles outlined by SIT. Specifically, SIT posits that group identity is fostered through three interrelated processes; social categorisation, social identification and social comparison. Therefore, the cluster activities will capitalise on these three processes through adopting a collective goal setting strategy, whereby clusters members will define their cluster attributes and then use these as a basis for establish group goals. The Department of Psychology will be piloting the ILC scheme from academic year 2018-2019 and it is anticipated that this will inform the development of a university-wide scheme designed to support retention processes.
10. TEF Workshop: Q1-4 what do they mean to you and your students?
Facilitators: Prof. Mark Schofield and Senior TEF Fellowship Leads: Colette Gavin, Toni Bewley, Sarah Wright and Peter Leadbetter
Teaching quality is a core metric in the TEF as measured by questions 1 – 4 in the National Student Survey. This session is an opportunity for colleagues to engage in a collective analysis of what these components may look like if they were optimal from the perspective of students. It is hoped that your advice and wisdom will contribute to a deepening of our understanding of how we can maximise our performance and begin to produce positive flags in the metrics.
11. Intercultural Awareness
Facilitator: Felix Obadan
Session description will be available shortly.
12. Employment and Employability – A showcase of strategies to enhance student employment
Facilitators: Karen Jaundrill-Scott, Alistair Shimmin, Sue Murrin-Bailey , Hayley McKenzie and Jacqui Howe
The role of visual storytelling in the training of emerging artists – Karen Jaundrill-Scott
Interview Stream – Would you hire you? Practice Interviewing. Anytime. Anywhere with Interview Stream. https://www.edgehill.ac.uk/services/interviewstream/ – Alistair Shimmin
Use of Assessment Centres to support Graduate Employment – Sue Murrin-Bailey