I spent the afternoon of the 18th at a 3 hour workshop covering project management. In light of my meeting with Mick Fuller and Andy F. on the 10th, I felt that this would be a step in the right direction regarding my CPD and hopefully aid in me being able to successfully pull off the huge project regarding postgrads/undergrads. It was a great course, I just wish that it had been longer as we were unable to cover all of the material the facilitator had prepared. I did get to see Satish again though, which was great. He explained in greater detail the changes he was hoping to make over the course of the summer. Very ambitious, and potentially some barriers, but hopefully with our newfound negotiation skills he'll be able to manage it. It would be a very positive outcome for the students.
What I gained from this course is improving my powers of negotiation, listening to people's fears of change and then facilitating their ability to change. I thought about how I might employ these skills in my upcoming meeting with all of the programme leads concerning PALS. I need to be able to SELL the programme and its benefits to the academics because without their support it will be very difficult to get student buy-in... maybe.
Saturday, 20 April 2013
Tuesday, 16 April 2013
BCUR
Today I managed to nip out and see one of our MB students (Alex Leeper) give a presentation as part of the British Conference for Undergraduate Research (BCUR). She used Prezi for her presentation. I had never seen anything like it before and was totally blown away by the 'cool factor' of the technology. Alex gave a good presentation, but sadly she didn't win any prizes. Another one of our students, Vicky Sleight, won best poster presentation (£200 worth of Amazon vouchers). GO VICKY!!
What is interesting about this whole conference is that NO ONE else within my research group told the students about this conference nor encouraged them to participate. I may be making big assumptions here, but probably most of them felt that since it wasn't a purely scientific conference what would be the point in attending. Students should undertake as many opportunities such as this during their degrees as physically/mentally possible. Students, no matter what discipline they're in, need to gain skills in presenting, communicating, leadership and improve their self-confidence. BCUR offered a perfect vehicle for this to occur. In my mind, perhaps this is part of the huge cultural difference between the US and the UK in how people approach life, especially those that are driven to succeed.
What is interesting about this whole conference is that NO ONE else within my research group told the students about this conference nor encouraged them to participate. I may be making big assumptions here, but probably most of them felt that since it wasn't a purely scientific conference what would be the point in attending. Students should undertake as many opportunities such as this during their degrees as physically/mentally possible. Students, no matter what discipline they're in, need to gain skills in presenting, communicating, leadership and improve their self-confidence. BCUR offered a perfect vehicle for this to occur. In my mind, perhaps this is part of the huge cultural difference between the US and the UK in how people approach life, especially those that are driven to succeed.
Sunday, 14 April 2013
PGCAP Negotiated Study Modules
So on the 11th & 12th, I had the first of two sessions for the Negotiated Study Modules (NSMs), PGCAP 760 & 770. I decided to undertake the Learning Development (760) and Technology Enhanced Learning (770) modules to complete the full PGCAP programme this year. Joe was to have been leading the class, but had to travel to Brighton for a funeral so Carolyn stepped in to lead. There were only 5 of us in the LD group, but it was great to interact with such a small number of 'students'. One peer, Satish who is a new lecturer in Architecture, is great. I had a very positive interaction with Satish whilst wearing my LD hat. He was feeling in over his head with this module and that he maybe had made a bad decision by choosing undertake this NSM. After breaking down his thoughts, fears and concerns, it became apparent to both of us that he has chosen wisely as this module should really help him in his new role of programme leader. Understanding the LD pedagogy will help him to implement the changes that he would like undertake that will improve the connectivity between the taught materials across a few modules within the first year and link more effectively to 2nd year material.
During the LD session, we had to creatively illustrate one of the papers that we had to read prior to the session. Three of us worked together on the 'Embedding Study Skills' paper... we came up with something great to illustrate the differences between embedding study skills into the modules themselves as opposed to having them as a 'bolt-on' addition to degrees. Here is what we came up with: https://www.facebook.com/photo.php?fbid=10151526569784871&set=a.10151293046004871.490068.511454870&type=3&theater
I thought I had a clear idea as to what I wanted to research for the LD assignment, but as the day progressed, by mind started to fill with so many ideas. That has been the crux of the whole PGCAP course... the more I learn, the more I want to explore. What I think that I have finally settled on is looking at the performance differences in students when study skills are embedded in programmes rather than the bolt-on approach. I feel that Plymouth is a mixture of the two. Some academics embrace developing their modules with the students' needs in mind, whereas others only consider what is easiest for them. I am hopeful to find enough primary literature to make a good assessment of it and perhaps use it to build a case to improve our skills module.
As for the NSM 770 (TEL), I had hoped for more hands-on learning, but there was an awful lot of discussing instead. We did venture into creating an online quiz, which was pretty cool. There was also a lot of talk about using an iPad in and outside the classroom. It seems that most all people in MBERC have been given an iPad to use in their work, but not me. Sad. Not sure how I can move this forward so that I have access to all resources that other staff have. Can I make a business case? I need to spend a lot of time thinking about how to approach some of these issues tactfully so that whatever the outcome it is in my favour.
However, there are so many ways I want to use TEL in what I do. I just have to remember that 1) Rome wasn't built in a day and 2) that small changes over time are more likely to be accepted than big changes over a short period of time. These are the two concepts that I struggle with the most as I have such grand ideas rattling around in my head.
During the LD session, we had to creatively illustrate one of the papers that we had to read prior to the session. Three of us worked together on the 'Embedding Study Skills' paper... we came up with something great to illustrate the differences between embedding study skills into the modules themselves as opposed to having them as a 'bolt-on' addition to degrees. Here is what we came up with: https://www.facebook.com/photo.php?fbid=10151526569784871&set=a.10151293046004871.490068.511454870&type=3&theater
I thought I had a clear idea as to what I wanted to research for the LD assignment, but as the day progressed, by mind started to fill with so many ideas. That has been the crux of the whole PGCAP course... the more I learn, the more I want to explore. What I think that I have finally settled on is looking at the performance differences in students when study skills are embedded in programmes rather than the bolt-on approach. I feel that Plymouth is a mixture of the two. Some academics embrace developing their modules with the students' needs in mind, whereas others only consider what is easiest for them. I am hopeful to find enough primary literature to make a good assessment of it and perhaps use it to build a case to improve our skills module.
As for the NSM 770 (TEL), I had hoped for more hands-on learning, but there was an awful lot of discussing instead. We did venture into creating an online quiz, which was pretty cool. There was also a lot of talk about using an iPad in and outside the classroom. It seems that most all people in MBERC have been given an iPad to use in their work, but not me. Sad. Not sure how I can move this forward so that I have access to all resources that other staff have. Can I make a business case? I need to spend a lot of time thinking about how to approach some of these issues tactfully so that whatever the outcome it is in my favour.
However, there are so many ways I want to use TEL in what I do. I just have to remember that 1) Rome wasn't built in a day and 2) that small changes over time are more likely to be accepted than big changes over a short period of time. These are the two concepts that I struggle with the most as I have such grand ideas rattling around in my head.
Saturday, 13 April 2013
Looking back over the PGCAP week...
WOW... my head is spinning a bit. Four out of 5 days this past week have been spent on the PGCAP course. The first two days were finishing off the core module (PGCAP 700) where we covered topics such as group work, equality and diversity, and research informed teaching before giving some peer feedback on the short piece we had to write as part of our assignment. The last two days were for out Negotiated Study Modules. I had selected to do Learning Development (PGCAP 760) and Technology Enhanced Learning (PGCAP770) as I felt they would help me in both of my current roles at uni.
All I know at this moment in time is that there is a tremendous amount of work ahead... 10,000 words (1 x 5,000 and 2 x 2,500) before it is all said and done. UGH. I did get good feedback on my extract, so it would seem that I am at least headed in the right direction. Although since Tuesday, I have begun reworking it again after attending the NSMs and doing some mind-mapping exercises today. It is going to be extremely difficult to keep focussed and address each of the learning outcomes as well as the UK Professional Standards Framework values. :-S I feel that there will be SEVERAL iterations of each section to make sure that my writing is concise and addresses all of the criteria for a PASS.
All I know at this moment in time is that there is a tremendous amount of work ahead... 10,000 words (1 x 5,000 and 2 x 2,500) before it is all said and done. UGH. I did get good feedback on my extract, so it would seem that I am at least headed in the right direction. Although since Tuesday, I have begun reworking it again after attending the NSMs and doing some mind-mapping exercises today. It is going to be extremely difficult to keep focussed and address each of the learning outcomes as well as the UK Professional Standards Framework values. :-S I feel that there will be SEVERAL iterations of each section to make sure that my writing is concise and addresses all of the criteria for a PASS.
Meeting with Mick Fuller
On the 10th, Andy and I had a meeting with Mick Fuller, the Head of the Graduate School, to talk about how to enhance the employability of our postgraduate students whilst providing greater opportunities for our undergraduates. When I was a PhD student I did lots of things that have helped improve my CV immensely in terms of leadership, organisation, teaching, etc. Most PhD students do not undertake the sort of opportunities that were so important to me. There have been an increasing number of publications surrounding the employability of doctoral graduates and it seems that most universities are missing the mark in developing a student's skills. Articles in Nature, Science, and Conservation Biology as well as other educational journals all make the point that PhD graduates don't have the requisite transferrable skills that employers want. Pretty eye opening for anyone involved in teaching at a university.
It was a tremendously positive meeting and Mick fully supported what I was bringing to the table. He talked about a timeline and rollout, what some of the barriers might be and who I need to approach to get the ball rolling. This, like everything else, is super exciting in what it may deliver and how it will change our PhD students' lives, BUT, just like everything else that I get involved with will take a lot of time, negotiation, organisation, etc. I am excited to undertake this project within the School of Marine Science & Engineering in this pilot, but I am wondering WHEN ON EARTH might I find the time to commit to getting this off the ground. Maybe this summer..... along with everything else!
It was a tremendously positive meeting and Mick fully supported what I was bringing to the table. He talked about a timeline and rollout, what some of the barriers might be and who I need to approach to get the ball rolling. This, like everything else, is super exciting in what it may deliver and how it will change our PhD students' lives, BUT, just like everything else that I get involved with will take a lot of time, negotiation, organisation, etc. I am excited to undertake this project within the School of Marine Science & Engineering in this pilot, but I am wondering WHEN ON EARTH might I find the time to commit to getting this off the ground. Maybe this summer..... along with everything else!
Sunday, 7 April 2013
What happens at an anarcho-punk gig...
On Friday night, Dave and I met up in the Nowhere for a couple of drinks before heading off to the bus station to see The Bus Station Loonies and The Subhumans at Maggies. Whilst in the pub we started chatting about various things regarding MBERC, students, teaching, PALS, etc. It was a really great conversation, but I still need to do a lot of work to convince Dave (and the others) that we really do need to consider change in our approach to teaching.
The age old question was asked, do I want to be a full-time learning development advisor? And the answer remains the same... having a foot in both camps is mutually beneficial as I can incorporate best practice from both worlds into each. Dave agreed with me. I also told him that MBERC really needs someone like me within the group, someone that continue to create and develop opportunities for our students, someone that listens and helps them find what they are looking for. I think he agreed with that too. I made it clear there is a lot of stuff that I do is sight-unseen and went on to explain working with John & Cat at the Wembury Marine Centre to give our students an opportunity to present their research to a wider audience, considering how you address an interested public. These are crucial skills for graduating students to have today and our students aren't being pushed as hard as they could be to perform even better.
Dave said that there was data on what our graduates are doing post-qualification. I would like to see that data and explore what's there. It could be a real eye-opener for me. I did tell Dave though, even if our graduates are doing well in getting jobs and into postgraduate degree programmes, that is still room for improvement. And that we need to move from 'good' to 'great' as Maureen Powers says. I told him that he should meet her... he rolled his eyes.
We talked about the PALS programme and I said that it was coming into our degrees whether or not anyone else liked it. I told him how excited the students are about having this programme, how many of them said that they wished that it had been in place this year for them to take advantage of that knowledge, how some of them even want it to be between 2nd and 3rd year. We talked about how we will implement this into the marine degrees. I am going to set up a meeting with Dave, Kerry and Mark (all programme leads). I will put together a short presentation about what PALS is, why it is important and what can be achieved. We can then discuss what they would like the PALS leaders to focus on initially and then let it develop and become student-driven. I think it will be a very good meeting and I am looking forward to getting it underway.
The age old question was asked, do I want to be a full-time learning development advisor? And the answer remains the same... having a foot in both camps is mutually beneficial as I can incorporate best practice from both worlds into each. Dave agreed with me. I also told him that MBERC really needs someone like me within the group, someone that continue to create and develop opportunities for our students, someone that listens and helps them find what they are looking for. I think he agreed with that too. I made it clear there is a lot of stuff that I do is sight-unseen and went on to explain working with John & Cat at the Wembury Marine Centre to give our students an opportunity to present their research to a wider audience, considering how you address an interested public. These are crucial skills for graduating students to have today and our students aren't being pushed as hard as they could be to perform even better.
Dave said that there was data on what our graduates are doing post-qualification. I would like to see that data and explore what's there. It could be a real eye-opener for me. I did tell Dave though, even if our graduates are doing well in getting jobs and into postgraduate degree programmes, that is still room for improvement. And that we need to move from 'good' to 'great' as Maureen Powers says. I told him that he should meet her... he rolled his eyes.
We talked about the PALS programme and I said that it was coming into our degrees whether or not anyone else liked it. I told him how excited the students are about having this programme, how many of them said that they wished that it had been in place this year for them to take advantage of that knowledge, how some of them even want it to be between 2nd and 3rd year. We talked about how we will implement this into the marine degrees. I am going to set up a meeting with Dave, Kerry and Mark (all programme leads). I will put together a short presentation about what PALS is, why it is important and what can be achieved. We can then discuss what they would like the PALS leaders to focus on initially and then let it develop and become student-driven. I think it will be a very good meeting and I am looking forward to getting it underway.
Ideas are flooding in...
In preparing for the final part of the taught portion of the PGCAP course, there has been a lot of reading and researching information involved. What it has led to is an increase in the number of ideas of how I might begin to restructure the courses that I am involved with teaching... moving lectures from a passive experience to a more interactive/active learning environment for the students. I am pretty excited by the prospects. I can only hope that the other academics support this type of change.
Friday, 5 April 2013
And the students depart for Roscoff...
Prior to the MBO and MBCE 1st year students departing for Roscoff, I headed down to the ferry terminal to talk to them all about the PALS programme, why is important for them to be PALS leaders and how they can help facilitate better interactions between year groups as well as across degrees. There were lots of questions and a tremendous amount of interest. I think that we may well have more applications than places, which is great, but then I worry about the selection process.
Leading on from that, I've emailed Carolyn to ask about that very thing. I've also asked that the deadline be extended to 18 April so that the students will have the opportunity to apply pre- and post-Roscoff as many of them have been away for all of the Easter holidays. We'll see what she says. I am also going to send out a reminder email to all of the first years with the particulars about the programme with a link to the online application form.
Leading on from that, I've emailed Carolyn to ask about that very thing. I've also asked that the deadline be extended to 18 April so that the students will have the opportunity to apply pre- and post-Roscoff as many of them have been away for all of the Easter holidays. We'll see what she says. I am also going to send out a reminder email to all of the first years with the particulars about the programme with a link to the online application form.
Subscribe to:
Comments (Atom)