10th October 2014
11:15-12:15
UKPSF Reference: A1, A2, A3, A4, A5, A6, K1, K2, K3, K4, K5, K6, V1, V2, V3, V4
The UK Professional Standards Framework
http://www.heacademy.ac.uk/ukpsf covers the main dimensions of teaching and supporting learning within HE. It is written from the perspective of the practitioner and provides a national framework for recognising your L&T experience and expertise.
In this session, we will talk about the different levels of recognition, and how you achieve recognition. If you would like to apply, CAP will help you through the next stages.
For more information, contact Prof. Veronica Bamber
To register your place, contact CapAdmin
Welcome to Queen Margaret University's Centre for Academic Practice (CAP) Blog, where you can find updates on activities in the Centre, inspiring learning and teaching quotes, and discussion topics around the enhancement of the student experience at QMU.
Tuesday, September 30, 2014
Monday, September 29, 2014
CAP Workshop - Marking online with Grademark
9th October 2014
12:15 - 14:15
UKPSF Reference: K4
Want to improve your student feedback but fed up scribbling on coursework assignments and having to write the same comment over and over again?
Why not find out more about how GradeMark can help by attending this hand-on workshop. This online service is available via any TurnitinUK inbox within a Hub module and allows a tutor to "mark" student submissions on-screen..
For more information, contact Susi Peacock
To register your place, contact CapAdmin
12:15 - 14:15
UKPSF Reference: K4
Want to improve your student feedback but fed up scribbling on coursework assignments and having to write the same comment over and over again?
Why not find out more about how GradeMark can help by attending this hand-on workshop. This online service is available via any TurnitinUK inbox within a Hub module and allows a tutor to "mark" student submissions on-screen..
For more information, contact Susi Peacock
To register your place, contact CapAdmin
Friday, September 26, 2014
CAP Workshop - Learning from PETL
29th October 2014
12:30 - 14:00
UKPSF Reference: A1, A2, A3, A4, A5, K2, K3, V1, V3, V4
In 2013-14, funding was available for staff from all areas of the University to bid for support with expanding the reach of the Developing and Supporting the Curriculum Enhancement Theme (http://www.enhancementthemes.ac.uk/). Six projects were funded, and this dissemination event will tell you about their findings on topics as diverse as Senior students tutoring junior students in practical classes; Student Led Teaching Awards; Sustainability in the Curriculum; Collaborative curriculum development; Feedback practices in Drama, and Grad Schools
For more information, contact Dr. Sally Anderson or Prof. Veronica Bamber
To register your place, contact CapAdmin
12:30 - 14:00
UKPSF Reference: A1, A2, A3, A4, A5, K2, K3, V1, V3, V4
In 2013-14, funding was available for staff from all areas of the University to bid for support with expanding the reach of the Developing and Supporting the Curriculum Enhancement Theme (http://www.enhancementthemes.ac.uk/). Six projects were funded, and this dissemination event will tell you about their findings on topics as diverse as Senior students tutoring junior students in practical classes; Student Led Teaching Awards; Sustainability in the Curriculum; Collaborative curriculum development; Feedback practices in Drama, and Grad Schools
For more information, contact Dr. Sally Anderson or Prof. Veronica Bamber
To register your place, contact CapAdmin
Thursday, September 25, 2014
CAP Workshop - Deep Reflection: Introduction to Contemplative Practices in Higher Education
09 October 2014
11:15 - 12:15
UKPSF References: A1, A2, A4, A5, K1, K2, K6, V1, V2, V3
There is evidence that young people are finding it increasingly challenging to concentrate and focus and think deeply. Contemplative practices employ a wide range of approaches to facilitate deep reflection within the context of a subject area, or more generally within the context of life.
There is growing evidence that contemplative practices and mindfulness techniques have stress-reducing and health enhancing effects within a wide range of contexts. More recently there has been an expansion of the use of these approaches in Higher Education learning and teaching, particularly in the USA.
Regular practice is likely to enhance concentration and focus as well as a more general sense of well-being. This workshop introduces the practice and some of the background theory
For more information, Contact Dr. Iddo Oberski
To register, contact CapAdmin
11:15 - 12:15
UKPSF References: A1, A2, A4, A5, K1, K2, K6, V1, V2, V3
There is evidence that young people are finding it increasingly challenging to concentrate and focus and think deeply. Contemplative practices employ a wide range of approaches to facilitate deep reflection within the context of a subject area, or more generally within the context of life.
There is growing evidence that contemplative practices and mindfulness techniques have stress-reducing and health enhancing effects within a wide range of contexts. More recently there has been an expansion of the use of these approaches in Higher Education learning and teaching, particularly in the USA.
Regular practice is likely to enhance concentration and focus as well as a more general sense of well-being. This workshop introduces the practice and some of the background theory
For more information, Contact Dr. Iddo Oberski
To register, contact CapAdmin
CAP Workshop - Writing Retreat
Wednesday, 8th October 2014
9:00- 17:00
Satisfies RDF references: B2, D2
This one day workshop provides an environment where participants are able to work alongside likeminded individuals; you will have the opportunity to discuss your writing with others as well as being offered protected writing time.
Whether you are writing a grant application, a journal article or working on a section of your thesis, this taster course will provide you with the tools you need to succeed.
More information, contact Dr. Wendy Beautyman
To Register, contact CapAdmin
9:00- 17:00
Satisfies RDF references: B2, D2
This one day workshop provides an environment where participants are able to work alongside likeminded individuals; you will have the opportunity to discuss your writing with others as well as being offered protected writing time.
Whether you are writing a grant application, a journal article or working on a section of your thesis, this taster course will provide you with the tools you need to succeed.
More information, contact Dr. Wendy Beautyman
To Register, contact CapAdmin
CAP Workshop - Surprising Spaces: Arts Enriched Reflection
Tuesday 7th October, 2014
10:15-12:15
This workshop offers participants the opportunity to experience and evaluate arts-enriched reflection : active engagement with creative ways of prompting deep thinking about teaching practice and teacher identity. In this way we reassert the value of open-ended, exploratory development activities and directly address the relevance of the arts and humanities to professional education.
What is meant by arts-enriched reflection for university lecturers?
Active engagement with collage, poetry, photography and other creative ways of prompting deep thinking about teaching practice and teacher identity.
Why does it matter?
Increasingly, university lecturers are required to demonstrate that they are reflective practitioners (eg HEA, 2011) and often need help in initiating and sustaining meaningful reflection.
How does the practice of arts–enriched reflection contribute to current debates?
By reasserting the value of open-ended, exploratory development activities. It has been claimed that there is a lack of reflective spaces in our universities (Savin-Baden, 2008) and that development is at risk of being squeezed out by performativity – “narrow conceptions of usefulness that are articulated in terms of measurable performances.” (Rowland, 2007, p.10.) Active engagement in arts-enriched reflective activities can offer an alternative to this depressing instrumentalism. It also directly addresses the question of the relevance of the arts and humanities to professional development, in this case for university lecturers.
What evidence do we have that it makes any difference?
Arts-enriched reflection has been used to promote the professional development of physicians (Rabow, 2003), inter-professional groups of health workers (Williams, 2002) nurses (Seymour, 1995; Marshall, 2003) and school teachers (Black, 2002). Working with university lecturers, Loads (2009; 2010) found that professional development workshops involving artwork and reflection provide a restorative space that allows for discovery and surprise, where lecturers can find meaning in their teaching practice. Upitis et al. (2008) showed that these processes provide more than temporary reprieve from the pressures of work. Through art making and reflection lecturers were able to transcend their everyday tasks, take care of themselves, deepen and equalise their relationships with colleagues, manage difficult experiences and have a positive impact on their workplace.
For more information, contact Dr. Iddo Oberski
Registration: Contact CapAdmin (or through the staff online booking system - CAP Intranet site)
10:15-12:15
This workshop offers participants the opportunity to experience and evaluate arts-enriched reflection : active engagement with creative ways of prompting deep thinking about teaching practice and teacher identity. In this way we reassert the value of open-ended, exploratory development activities and directly address the relevance of the arts and humanities to professional education.
What is meant by arts-enriched reflection for university lecturers?
Active engagement with collage, poetry, photography and other creative ways of prompting deep thinking about teaching practice and teacher identity.
Why does it matter?
Increasingly, university lecturers are required to demonstrate that they are reflective practitioners (eg HEA, 2011) and often need help in initiating and sustaining meaningful reflection.
How does the practice of arts–enriched reflection contribute to current debates?
By reasserting the value of open-ended, exploratory development activities. It has been claimed that there is a lack of reflective spaces in our universities (Savin-Baden, 2008) and that development is at risk of being squeezed out by performativity – “narrow conceptions of usefulness that are articulated in terms of measurable performances.” (Rowland, 2007, p.10.) Active engagement in arts-enriched reflective activities can offer an alternative to this depressing instrumentalism. It also directly addresses the question of the relevance of the arts and humanities to professional development, in this case for university lecturers.
What evidence do we have that it makes any difference?
Arts-enriched reflection has been used to promote the professional development of physicians (Rabow, 2003), inter-professional groups of health workers (Williams, 2002) nurses (Seymour, 1995; Marshall, 2003) and school teachers (Black, 2002). Working with university lecturers, Loads (2009; 2010) found that professional development workshops involving artwork and reflection provide a restorative space that allows for discovery and surprise, where lecturers can find meaning in their teaching practice. Upitis et al. (2008) showed that these processes provide more than temporary reprieve from the pressures of work. Through art making and reflection lecturers were able to transcend their everyday tasks, take care of themselves, deepen and equalise their relationships with colleagues, manage difficult experiences and have a positive impact on their workplace.
For more information, contact Dr. Iddo Oberski
Registration: Contact CapAdmin (or through the staff online booking system - CAP Intranet site)
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