How do you write programme learning outcomes? Lizzy Garner-Foy | Teaching Matters posted on the topic | LinkedIn (2024)

📣 The University of Edinburgh staff and students - are you interested in writing for Teaching Matters? Check out our updated call for upcoming themes: https://lnkd.in/eWfVeFYD In particular, we are looking for contributions to the following series:- Contemporary issues in HE: A critically reflexive series on contemporary social issues affecting HE, including modern day structural issues for academic culture, cost of living crisis, student activism, globalization and mobility, wicked problems, burnout, differential attainment and awarding gap, Generative AI, and pressure to publish, plus other issues. - Perspectives of tutors and demonstrators: A series showcasing the important work of the University’s tutors and demonstrators in learning and teaching.- Universal Design for Learning: A series showcasing the principles of Universal Design for Learning, and examples of good practice across the University.Get in touch via teachingmatters@ed.ac.uk if you would like to contribute :-)

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New podcast episode: In the first part of this three-part podcast, Wellbeing Advisers Douglas Beales and Tessa Sophie W. discuss with Dr Mark Hoelterhoff the definition of wellbeing and touch upon the origins of a group project that Mark was a part of called ‘Wellbeing in the Curriculum’. They cover themes of different perspectives around wellbeing, positive psychology and the importance of wellbeing throughout the university experience.What do we mean by Wellbeing?Mark suggests wellbeing can mean many things. We reflected on the importance of seeing wellbeing as more than just a lack of negative symptoms. This is in opposition to the often-held perception of wellbeing within the illness model.“…even if we colour code the language and are conscious of how we communicate, if we’re honest, our focus is still on the struggles and the suffering. And there’s nothing wrong with being focused on struggling and suffering, especially when we’re serving a vulnerable population like students. Of course, we should be aware of that. But the absence of disease, the absence of symptoms, is not wellbeing“Douglas then asks Mark about the origins of the group project he was a part of called “Wellbeing in the Curriculum”. “It’s like, let’s kind of come together as a university and say, well, what do we mean by trying to implement wellbeing specifically in the curriculum?...how do we want to explore and understand wellbeing in general?”#curriculumtransformation #wellbeing #teachingmatters #mentalhealth #wellness #studentwellbeingRead and listen to the full conversation below.

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Welcome to Jun-July Hot Topic: Students as Change Agents (SACHA)Emma Taylor, SACHA Programme Manager and Ruth Donnelly, Assistant Director, Careers Service, introduce this series, which aims to highlight the simple but powerful ways in which we can engage students more meaningfully in their own learning.What is SACHA?Students as Change Agents (SACHA) is a student-led design thinking programme that partners diverse student groups with host organisations to tackle challenges aligned to the University’s research themes and that address the United Nations’ Sustainable Development Goals (SDGS).How can SACHA provide new insights into teaching and learning?....In their challenge groups, students apply the thinking style from their discipline as well as draw on their own unique set of insights from their background, formative education and lived experiences. We believe this makes SACHA a uniquely powerful resource to tap into as one model for embedding experiential and student-led learning into the curriculum more broadly.Read full blog below (link in comments)#SACHA#studentengagement#curriculumtransformation#highered #experientiallearning #mentors #challenge #communityengagement

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Steven O'Hagan from The University of Edinburgh's School of Mathematics, and Jon Beer from the School of Economics, explain how they have implemented the online marking tool Gradescope into their courses. They list some of its many advantages:1. For coursework, it has reduced the admin around sorting and distributing paper.2. Submissions can also be returned to students as soon as they are marked rather than having to wait until their next class.3. For exams, the administrative workload has shifted from sorting exam scripts and keying in marks, to scanning scripts once exams have taken place.Read more in link below! #assessment #teachingmatters

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New for the Edinburgh University Students' Association Teaching Awards 2024 - the Student Voice Award! This award was introduced to thank a member of staff who has gone above and beyond in including, empowering, and elevating student voice. Only student representatives could nominate in this category, and our five Sabbatical Officers then reviewed the nominations and selected our winner – Mariya Levitanus! Callum Paterson describes her nomination: "Mariya demonstrated a steadfast dedication towards all her students, and in particular to her LGBTQ+ students – many of whom are from societies where queerness is a source of vulnerability and concealment. Mariya’s classroom has become a sanctuary of authenticity and acceptance, giving hope for these underrepresented groups within and beyond the academic sphere."Read more in the link below! #LGBTQ+ #teachingmatters #teachingawards

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Last chance to register for Times Higher Education Campus and Teaching Matters online writing workshop to support colleagues in writing an article about their learning and teaching practice. Date: Weds 12 June at 11:00 – 12:30pm (Teams online)Student booking link: https://edin.ac/4aPsZie Staff booking link: https://edin.ac/4aWUp5S The workshop will cover:*An introduction to The University of Edinburgh’s partnership with THE Campus*Evidence-based research on the benefits on blogging in academia*Examples of writing formats that work well, and sample articles *Common mistakes/pitfalls*Short writing activity *Process for contributing *Opportunities on how to co-post on the University’s Teaching Matters blog (Teaching Matters blog)*Q&A followed by half an hour of optional writing time. This event will be led by Laura Duckett (Campus curator, Times Higher Education) alongside Jenny Scoles (Academic Developer, Institute for Academic Development) and Lauren Johnston-Smith (Online Learning Marketing Strategy Manager, Learning, Teaching and Web Services, Information Services) from the University.

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Join Teaching Matters in celebrating the Edinburgh University Students' Association Teaching Awards winner for Outstanding Commitment to Social Justice and SustainabilityInga Ackermann! Inga is the coordinator for students on the Mastercard Foundation Foundation Online Scholars’ Programme, which supports online students in Africa. Callum Paterson describes why she was such a deserved winner. Read more in the link below!

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Callum Paterson spotlights and celebrates the winners and runners-up of this year’s Outstanding commitment to Social Justice and Sustainability award & Sabbatical officers’ Student Voice award. Outstanding Commitment to Social Justice and Sustainability (Winner) - Inga Ackermannon the right with one of her students (Photo credit: EUSA)Inga is the coordinator for students on the Mastercard Foundation Online Scholars’ Programme, which supports online students in Africa. Inga demonstrated a genuine commitment to their learning, wellbeing, and sense of community despite the physical distance. Inga was described as having a deep understanding of the context that her students live in and the issues that affect them, continuously working to mitigate them as much as possible. She has also made real efforts to provide opportunities for her students to express their views and has shown dedication to making sure they feel part of the Edinburgh community. Runners up:Simone Ferracina (Edinburgh College of Art)Lindsey K Horner (Moray House School of Education and Sport)Sabbatical Officers’ Student Voice Award (Winner) - Mariya Levitanus on the left, with Qiyue, the student who nominated her and presented her with her award (Photo Credit: EUSA).Mariya demonstrated a steadfast dedication towards all her students, and in particular to her LGBTQ+ students – many of whom are from societies where queerness is a source of vulnerability and concealment. Mariya’s classroom has become a sanctuary of authenticity and acceptance, giving hope for these underrepresented groups within and beyond the academic sphere. From integrating queer perspectives as well as projects around topics such as decolonisation, she has created a safe and inclusive space that has empowered her students...To continue reading (Link in comments)Huge thank you and congratulations to our winners: Mariya, Inga, Simone, Asad, Inma, Dawn, Dimitrios, Aliandra, Claire, Aletta, and Rosie.#EUSA #teachingawards

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How can you make your marking rubrics more holistic? Teaching Fellows Dr Brodie Runciman and Dr Gary Standinger describe their experience of developing a holistic marking rubrics, which takes into account a broader performance criteria for their students. Brodie and Gary share this work on behalf of the Physical Education and Curriculum Pedagogy 3 course tutor team, which is part of the MA (Hons) Physical Education at University of Edinburgh Moray House School of Education and Sport."We found it difficult to describe the varying levels of judgement for each criterion. We decided against using simple word changes like ‘satisfactory’, ‘good’, ‘very good’, etc, because it didn’t capture the differences in performance or help students understand their strengths and weaknesses. Instead, we worked with the assessment criteria and course learning outcomes to create a well-defined criterion for each performance level in the assessment."Read more in the link below! #assessment #teaching #teachingmatters

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