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X-WR-CALDESC:Events for Centre for Higher Education Research (CHER)
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DTSTART:20180101T000000
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BEGIN:VEVENT
DTSTART;VALUE=DATE:20221005
DTEND;VALUE=DATE:20221006
DTSTAMP:20260708T150410
CREATED:20220903T131230Z
LAST-MODIFIED:20220903T132303Z
UID:1558-1664928000-1665014399@cher.wp.st-andrews.ac.uk
SUMMARY:CELPiE Showcase Event
DESCRIPTION:CELPiE is the Community for Evidence-Led Practice in Education at St Andrews \nWe are delighted to announce that we are planning to host the first ever CELPiE showcase event\, with a provisional date of the 5th October (afternoon).  We are looking for volunteers from the community who would like to offer a 5-6 minute presentation at the event.  Presentations should broadly be in the areas of\, Learning and Teaching development\, HE policy or practice enhancement/improvement\, scholarship of L&T or HE research.  Professional Service staff are encouraged to present as well as academic staff and presentations can be delivered by individuals or teams\, as long as it fits into the time format.  We are hoping that presenters will deliver in-person and that the event itself will be delivered in a hybrid format.  If you’re interested\, please reply on the CELPiE Teams site with your name and a rough title for your talk\, or email Gerald Prescott (grp2@st-andrews.ac.uk) or Ken Mavor (ken.mavor@st-andrews.ac.uk). The deadline for volunteers is Monday 12th September. \nGerald and Ken
URL:https://cher.wp.st-andrews.ac.uk/event/celpie-showcase-event/
CATEGORIES:Academic Forum,Campus,Online
ATTACH;FMTTYPE=image/jpeg:https://cher.wp.st-andrews.ac.uk/files/2022/09/CELPiE-showcase.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20220620
DTEND;VALUE=DATE:20220621
DTSTAMP:20260708T150410
CREATED:20220612T234625Z
LAST-MODIFIED:20220612T234625Z
UID:1522-1655683200-1655769599@cher.wp.st-andrews.ac.uk
SUMMARY:Making St Andrews a place to belong:A workshop with Dr Greg Walton (Stanford)
DESCRIPTION:University of St Andrews\nEnhancement Theme Committee and\nCentre for Higher Education Research (CHER) present \nMaking St Andrews a place to belong:\nA day with Dr. Greg Walton\, Stanford University\n20th June\, 2022\, Arts Theatre and Foyer \nGreg Walton is known internationally for his large body of work on belonging and threats to belonging as important contributing factors in student success and experience on campus.  The research is based on simple and effective interventions at the campus and classroom level that can change educational outcomes in systemic ways.  Greg has already had an impact in St Andrews as an invited speaker in Psychology and Neuroscience and again as a keynote at the Higher Education Institutional Research (HEIR) conference held virtually by St Andrews last year. We are delighted to have Greg visit with us now in person in St Andrews. \nYou can watch Greg’s HEIR keynote here: (starts at 4:00 with introduction.) \nhttps://st-andrews.cloud.panopto.eu/Panopto/Pages/Viewer.aspx?pid=1ea8a932-0e08-472e-97db-adec00b547eb&id=eb414a81-13fa-47c5-805b-ade900fe3350&advance=true \nThe day is divided in 2 main sections.  In the morning session\, Greg will set the scene with a short presentation. We will then have invited presentations from staff and students across campus already working on innovations and interventions around the theme of belonging\, to stimulate conversation. This session will allow for network building across campus\, and for Greg to provide feedback and suggestions for further development of these initiatives.  The morning will therefore be largely focused on initiatives at the campus-wide level.  \nIn the afternoon we will focus on what individual teaching staff and front-line service staff can do in our interactions with students to support and reinforce belonging in the classroom and in the Schools more generally. The afternoon session will be of interest to anyone involved in teaching with an aspiration to improve the student experience of belonging.   \nPlease register separately for morning and afternoon sessions.  You are welcome to attend either\, or both\, according to interest. \nSchedule \nMorning \n(Register here: https://events.st-andrews.ac.uk/events/making-st-andrews-a-place-to-belong/ ) \n9:30 – Coffee and chat in the Arts Theatre Foyer \n9:45 – Session start. Welcomes \n9:50 – 10:20 Setting the scene: why belonging? (Greg Walton) \n10:20 – 11:20 Presentations\, commentary and discussion. \n11:20 – 12:20 Networking\, planning for how to take initiatives further\, suggestions for additional initiatives and interventions. \n12:20 – 1:20 Discussion continues over lunch. \nAfternoon \n(Register here: https://events.st-andrews.ac.uk/events/how-to-reinforce-a-sense-of-belonging-in-the-classroom/ ) \n1:30 – 2:00 What can we do in the classroom setting to support belonging (Greg Walton) \n2:00 – 3:30 Participants will then have an opportunity to workshop ideas with colleagues for implementation in their own settings\, with advice from Greg. \n3:30 – 4:00 Further optional discussion over coffee.
URL:https://cher.wp.st-andrews.ac.uk/event/making-st-andrews-a-place-to-belonga-workshop-with-dr-greg-walton-stanford/
LOCATION:Arts Theatre and Foyer\, The Scores\, St Andrews\, KY16 9AX\, United Kingdom
CATEGORIES:Campus,CHER,Local,Networking,Workshop
ORGANIZER;CN="Centre for Higher Education Research (CHER)":MAILTO:cher@st-andrews.ac.uk
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20210707T170000
DTEND;TZID=UTC:20210707T170000
DTSTAMP:20260708T150410
CREATED:20210705T213433Z
LAST-MODIFIED:20210705T213536Z
UID:1275-1625677200-1625677200@cher.wp.st-andrews.ac.uk
SUMMARY:Enhancement Themes Funding round
DESCRIPTION:{Excerpt – See linked website for full details} \nFunding Criteria \nFor an initiative to be eligible for funding\, they should: \n\nuse existing data and evidence held within the institution or create new data and evidence\nideally be student-led or have significant student input\nInitiatives should make an identifiable difference to students and their learning and teaching experience\nhave the potential for wide institutional impact. It is accepted that applications may have a focused remit for the purposes of a particular funding call\, but initiatives\, where the outcomes can be extended to the wider institution\, will be viewed favourably\nhave sustainable outcomes.\n\nConditions of funding\nThe purchase of equipment will not normally be funded\, and funds are not available to support individuals in their own research. \nInitiatives will not be funded more than once. \nSuccessful recipients are required to submit a brief report on what they have achieved once the initiative is completed. \nComplete the Enhancement Theme End report (Word).   \nReports may be submitted to the Quality Assurance Agency (QAA) Scotland as part of the institution’s Enhancement Theme Activities. \nFunded recipients will be required to produce a media element (e.g. podcast\, video or poster) and may be asked to present at a local Enhancement Theme event. \nFunded applications and end of initiative reports will be posted on the University of St Andrews Enhancement Themes web pages. \nApplications \nApplications will be considered by the Enhancement Theme Institutional Team\, which meets once a month throughout the year. The current application deadlines are at 17:00 UK time on the following dates: \n\nWednesday 28 April 2021\nWednesday 07 July 2021\n\nPlease complete the Enhancement Theme funding application form (Word). \nIf you have not submitted a funding proposal before\, please see our top tips section which will be live at the start of Semester 2\, or if you have a specific query you would like an answer to\, please email enhancementtheme@st-andrews.ac.uk. \nPlease submit the application form to: enhancementtheme@st-andrews.ac.uk \nEmails regarding the outcome of applications will be sent to the submitter and copied to the Head of School/Department/Unit and the budget holder.
URL:https://cher.wp.st-andrews.ac.uk/event/enhancement-themes-funding-round/
CATEGORIES:Campus,Funding call
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20210318T120000
DTEND;TZID=UTC:20210318T140000
DTSTAMP:20260708T150410
CREATED:20210206T154722Z
LAST-MODIFIED:20210206T223511Z
UID:1163-1616068800-1616076000@cher.wp.st-andrews.ac.uk
SUMMARY:How to have difficult conversations about race: in the context of decolonising the curriculum
DESCRIPTION:(From the event page) \n\n\n\nGuest panelists\, Dr Foluke Adebisi\, Dr Jason Arday and Dr Khadijah Mohammed \, speak on ‘Decolonising the curriculum’ with respect to race.\n\n\n\n\n\nAbout this Event\n\n\nThe University of St Andrews is hosting an event entitled ‘How to have difficult conversations about race\, in the context of decolonising the curriculum’. The guest panelists (see below) will be addressing key themes (including facilitating factors and obstacles) pertaining to decolonising the curriculum with regards to the protected characteristic ‘Race’\, and providing practical steps Higher Education Institutions (HEI’s) can take to decolonise the curriculum. \nDr Foluke Adebisi \, University of Bristol – has written extensively and recently delivered a lecture as part of the ‘decolonising the curriculum in HE’ series\, entitled “‘Rhodes must fall’ or ‘Rhodes must read Fanon?’ Thoughts on decolonising curricula in UK HE” \nDr Jason Arday\, Durham University – has written extensively and is the Co-editor of “Dismantling race in higher education: racism\, whiteness and decolonising the academy” \nDr Khadija Mohammed\, University of the West of Scotland – extensive contributions to understandings of race in Scottish HE and Chair of the ‘anti-racist curriculum project ‘.
URL:https://cher.wp.st-andrews.ac.uk/event/how-to-have-difficult-conversations-about-race-in-the-context-of-decolonising-the-curriculum/
LOCATION:Online Webinar\, United Kingdom
CATEGORIES:Campus,Online,Webinar
ATTACH;FMTTYPE=image/jpeg:https://cher.wp.st-andrews.ac.uk/files/2021/02/CREDI.jpg
ORGANIZER;CN="Centre for Research in Equality%2C Diversity and Inclusion (CREDI)":MAILTO:credi@st-andrews.ac.uk
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20200506
DTEND;VALUE=DATE:20200507
DTSTAMP:20260708T150410
CREATED:20200225T173345Z
LAST-MODIFIED:20200422T001155Z
UID:736-1588723200-1588809599@cher.wp.st-andrews.ac.uk
SUMMARY:Call: Teaching\, Learning and Higher Education Research Fund (St Andrews)
DESCRIPTION:New Deadline: Wednesday May 6th 2020            –           For decisions by Friday May 22nd \nScope and Purpose\nScope of the grants \nWe envisage grants that may be more research-output focused\, or grants focused on practice initiatives with an evaluative element and that can feed into communities of practice in higher education. \n\nTeaching\, Learning and Higher Education research projects: The focus of these projects is to support local development of research activity and capacity\, with outcomes oriented toward formal research outputs and aspirations to external funding.\nScholarship-based teaching/learning practice initiatives: The focus of these projects is on implementing initiatives across multiple modules within a school and/or across schools. The focus of the project can be on implementation\, but there should be at least some evaluative framework.\nNOTE: Given the changes associated with the COVID-19 lockdown\, we are also open to targeted applications based on these unusual circumstances.\n\nAims of the grants \nThe grants can be pitched at addressing one or more of the following aims: \n\nProjects that provide proof of concept for a subsequent larger project\, which might be the basis of further internal or external funding from research\, practice\, or policy-oriented funding schemes. The justification should show a plausible plan for how the grant will facilitate further development\, including eligible funding schemes.\nCapacity building: Collaborations between experienced PI’s (published in education theory or practice oriented journals) and researchers relatively new to educational research. These projects should plausibly lead to publishable data that will increase the capacity of the team members to engage in further educational research.\nNetwork building: We are looking for projects that build genuine collaborative networks across multiple schools or teaching areas. Therefore\, we are looking for projects that would involve data collection\, implementation of practice and/or intended outcomes\, across all applicants involved in the project. For example\, such projects may use multiple settings to establish generality\, increase sampling\, and build interdisciplinary teams.  These projects may be of a more preliminary nature.\nResponding to the demands of online teaching or other organisational implications during the COVID-19 Pandemic lockdown. The sudden radical changes being made across the institution to deal with the lockdown and sudden shift to online provision may create a unique opportunity to collect data in these unusual circumstances. \n\nFunding \nFunding has been provided through the St Andrews Learning and Teaching Initiative (SALTI) and managed cooperatively by SALTI in association with the Centre for Higher Education Research (CHER) and the Centre for Educational Enhancement and Development (CEED). \nFunding from the scheme may be sought up to a maximum of £3000\, with a minimum of £300\, and the amount sought should reflect the scope and ambition of the project goals. Funds requested must be clearly justified in the application form\, and should relate specifically to the proposed project\, and not include generic resources that should be provided by Schools. \nEligibility \n\nApplications are welcome from any academic member of staff\, whatever their contract type.\nProfessional services staff and students are welcome as collaborators\, provided there is an academic principal investigator. Projects across Schools or across Schools and Units are also welcome.\n\nApplication\, award and dissemination process  \nThe scheme is administered and assessed by the combined SALTI/CHER/CEED board. Applications should be submitted using the online form. \nDeadlines for submission in this round are: \nDeadline: Wednesday May 6th 2020            –           For decisions by Friday May 22nd \nIf your application is successful you must make use of the funding provided by the end of the 2020/2021 budget year. (That is\, all spending must be finalised by the end of July\, 2021). You will be required to make a 500-word blog post upon the completion of your research project\, which may be posted publicly on one or more university education-oriented sites. Where appropriate\, you will be expected to accept invitations to speak on your research project at University sponsored dissemination events. We also encourage dissemination of the project outcomes at internal or external conferences. \nCriteria for award \nThe University may restrict the number of awards made\, irrespective of available funds\, based on the quality of the submitted pool of applications. \nProjects will be evaluated against the goals of the applicable categories\, on the basis of academic merit\, and likelihood of proposed outcomes.  The application should seek to address criteria such as: \n\nHow well justified are the research questions based on the existing literature?\nIs there evidence that the team can collaborate effectively on the project?\nAre the aims of the project plausible given the grant funding and any additional financial support and support in-kind available for the project?\nValue for money.\nLikelihood of meeting the funding aims mentioned above.\n\nYou will be asked to verify that the Principal Investigator on the grant has notified their Head of School\, Director of Research\, or Line Manager of their application. \nFeedback \nGiven the short timeframe and current situation\, written feedback will not be a feature of the scheme. \nUpdated April 20\, 2020. \n  \nGuidance for the Application Form \nThe application form is online.  The following guidance can be used to prepare the information needed to complete the form. \nApplicants:  The form allows for a Principal Investigator and up to 5 Partner Investigators.  The form requires an email address for the Principal Investigator. \nProject Title\, Aims and Scope: The aims and scope categories are based on the lists in the guidance above. \nBudget Categories: The form encourages applicants to think about the following budget categories – Staff\, Travel\, Consumables\, Equipment/Software\, Dissemination/Impact.  The budget justification should account for the core expenses in each category. The committee reserves the right to award less than the full amount requested in order to support more projects. \nProject proposal: The main substance of the proposal should provide a clear and concise summary of the project\, and give some context; objectives; expected outcomes; benefits for research\, teaching or policy; impact or application. (Maximum 1000 words to allow for description of projects at the higher end of the budget range. Shorter proposals are welcome.) \nJustification of the budget: Give justification for the requested funds\, and how they contribute to the project plan and intended outcomes. (Maximum 500 words) \nTimetable for the proposed work: Set out a timeline for the project showing the major milestones\, activities\, and intended outcomes. \nReferences: We provide separate space for any references used in the application. \nHead of School notification: You will be asked to confirm that you have notified your Head of School of your proposed project. \n  \nDownload the Guidelines\nLink to the application form
URL:https://cher.wp.st-andrews.ac.uk/event/call-teaching-learning-and-higher-education-research-fund-st-andrews/
CATEGORIES:Campus,CHER,Deans,Funding call,SALTI
ORGANIZER;CN="Centre for Higher Education Research (CHER)":MAILTO:cher@st-andrews.ac.uk
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20200320T090000
DTEND;TZID=UTC:20200320T090000
DTSTAMP:20260708T150410
CREATED:20190916T131856Z
LAST-MODIFIED:20200309T221747Z
UID:498-1584694800-1584694800@cher.wp.st-andrews.ac.uk
SUMMARY:McCall-MacBain Teaching Excellence award deadline (Final Year)
DESCRIPTION:This is the final year of the award scheme made possible by a generous donation from the McCall MacBain foundation to recognise staff that have shown outstanding contributions to teaching.  The submission deadline has been extended to 9am on Friday 20th March 2020\, and there are five bursaries of £700 to be allocated. \nIn order to provide a distinctive complement to our existing university and student-led teaching award schemes which already celebrate great teaching\, the McCall MacBain award particularly recognises those who advance the scholarship of teaching and learning. This award thus recognises those who not only show scholarly excellence in their own teaching\, but through sharing their practice have the potential to impact on the practice of other teachers in the University and beyond. The submission guidelines set out below explain how applicants can demonstrate this kind of contribution. \nSubmission Guidelines\nApplications for the award are encouraged from academic staff involved in teaching who have contributed to teaching excellence by advancing the scholarship of teaching and learning (thus supporting the teaching of others). To apply\, two items should be submitted: \n\nAn item of evidence which takes the form of one of the following\, produced in the 18 months up to the application deadline:\n\nA teaching-related journal article or book chapter(s) that has been accepted for publication.\nAn oral presentation at an external teaching-related conference or event (provide presentation slides if applicable).\nMaterials for a teaching-related workshop (a plan and handout\, for example) that has been delivered at an external teaching-related conference or event.\n\n\nA McCall-MacBain submission form (Word\, 17 KB)which includes:\n\nA short statement (350 words) about the contribution of the applicant’s work (in the item of evidence) to teaching excellence in higher education\, particularly with respect to how this could support/improve the teaching of others;\nAn explanation (150 words) of how the award will be used to further your professional development and/or research into teaching; and\nA commitment in principle to participate in a good practice sharing event to which interested staff – and the award sponsors – will be invited.\n\n\n\nThe submitted evidence may be solo or collaborative work. In the case of collaborative work\, each applicant should add to the submission form a short note detailing their particular contribution to the item of evidence.  Joint applications are possible\, in which case all participating St Andrews staff involved in the submission will share a single bursary. \nThe Award\nThe award is a bursary of £700 to be used for personal and professional development in relation to teaching. Possible uses for the bursary might include: \n\nAttending external professional development events or teaching-oriented conferences (give specific examples and why you wish to attend).\nThe organisation of workshops to share or present educational research findings\, or to build practice networks in the scholarship of teaching and learning.\nInformation gathering and sharing visits to other higher education institutions.\nThe purchase of equipment or books for the award winner’s use in teaching or pedagogical research.\n\nAward Process\nThe awards are competitive.  There are sufficient funds to award a maximum of five bursaries in this final round. To submit an application\, please send a completed application form\, with your evidence\, to Dr Heather McKiggan-Fee at capod@st-andrews.ac.uk \nThe submission deadline has been extended to 9am on Friday 20th March\nApplicants will be notified of the outcome by 13th April 2020.
URL:https://cher.wp.st-andrews.ac.uk/event/mccall-macbain-teaching-excellence-award-final-year/
CATEGORIES:Campus,Funding call
ATTACH;FMTTYPE=image/jpeg:https://cher.wp.st-andrews.ac.uk/files/2019/09/McCallMacBain.jpg
ORGANIZER;CN="CAPOD":MAILTO:capod@st-andrews.ac.uk
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20200316T140000
DTEND;TZID=UTC:20200317T153000
DTSTAMP:20260708T150410
CREATED:20200120T000302Z
LAST-MODIFIED:20200314T123501Z
UID:645-1584367200-1584459000@cher.wp.st-andrews.ac.uk
SUMMARY:POSTPONED: Assessment Feedback Literacy Event (Lecture + Workshop + Networking)
DESCRIPTION:Unfortunately\, we have had to cancel the planned event for now\, due to the current coronavirus pandemic and associated institutional travel restrictions. We hope to reschedule this event later in the year as this remains a vital area for policy\, practice\, and research looking forward.   \n***** \n  \nThe Centre for Higher Education Research (CHER) and St Andrews Learning and Teaching Initiative (SALTI) are pleased to be hosting a special 2-day event on assessment feedback literacy with Assoc. Prof. Naomi Winstone SFHEA NTF in Parliament Hall.  \nMonday\nFrom transmission to transformation: Maximising student engagement with feedback (Lecture) \nAbstract:\nEven the highest-quality feedback on students’ work will not have an impact on their development unless students actively engage with and implement the advice. The literature\, alongside anecdotal reports of educators\, often paint a negative picture of students’ willingness to read and enact feedback. My recent programme of research has focused on students’ cognitive\, motivational\, and emotional landscapes and how they influence the ways in which students receive\, process\, and implement feedback on their work. In this talk\, I will argue that maximising students’ engagement with feedback is fundamentally an issue of design\, where opportunities for students to develop the skills required for effective use of feedback\, and opportunities to apply feedback\, can transform the role of students in assessment. In particular\, I will share a toolkit of resources that we developed in partnership with students to support the development of feedback ‘recipience skills’. Through this approach\, I demonstrate how the responsibility for ensuring that feedback has high impact can\, and should\, be shared between educators and students. \nSchedule:\n2:00-3:30 Lecture and Discussion.\n3:30-4:00 Further discussion over Tea/Coffee/Juice and biscuits \n\nTuesday\nDesigning opportunities for the development of student feedback literacy (Workshop and networking) \nTuesday sign-up here: \nhttps://events.st-andrews.ac.uk/events/designing-opportunities-for-the-development-of-student-feedback-literacy/ \nAbstract:\nFor students to get the most out of their feedback\, they need to develop the skills that support effective use of feedback. Drawing upon the feedback ‘recipience skills’ proposed by Winstone et al. (2017)\, and the framework for student feedback literacy proposed by Carless and Boud (2018)\, this workshop will provide participants with the opportunity to explore ways of embedding the development of these skills and capacities within their work with students. \nTuesday Schedule:\n10:30-10:50am: Tea/Coffee/Juices\n10:50-11:00am: Welcome and Introductions\n11:00- 1:00pm: Workshop\n1:00- 1:30pm: Catered Lunch (Please sign up so we have numbers for catering)\n1:30- 3:30pm: Networking and implementation planning \nGuest Presenter: Naomi Winstone completed her Psychology studies at the University of Surrey in 2005\, including a professional training year in educational psychology. She has an MSc in Psychology of Early Development from Reading\, and her PhD from Surrey\, where she has been working  since September 2009. She has been Director of Undergraduate Studies\, and Director of Learning and Teaching\, and is currently Director of the Surrey Assessment and Learning Lab and the Head of the Department of Higher Education.  She is a Senior Fellow of the Higher Education Academy and was awarded a National Teaching Fellowship in 2016. \nNaomi’s research focuses on the processing and implementation of feedback\, educational transitions\, and educational identities. Her work has been published in leading education journals\, and she has recently published a book on Designing Effective Feedback Processes in Higher Education: A Learning-Focused Approach with David Carless.  Four copies of the book will be given away in the Tuesday afternoon networking session!
URL:https://cher.wp.st-andrews.ac.uk/event/assessment-feedback-literacy-event/
LOCATION:Parliament Hall\, St Andrews\, South Street\, St Andrews\, KY16 9QW\, United Kingdom
CATEGORIES:Campus,CHER,Networking,SALTI,Workshop
ATTACH;FMTTYPE=image/jpeg:https://cher.wp.st-andrews.ac.uk/files/2020/03/1500x500.jpeg
ORGANIZER;CN="Centre for Higher Education Research (CHER)":MAILTO:cher@st-andrews.ac.uk
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20200226T140000
DTEND;TZID=UTC:20200226T160000
DTSTAMP:20260708T150410
CREATED:20200212T120423Z
LAST-MODIFIED:20200212T120423Z
UID:680-1582725600-1582732800@cher.wp.st-andrews.ac.uk
SUMMARY:Research Networking Stimulus Event: Lecture capture in teaching and learning
DESCRIPTION:This is our first of what we hope will be many stimulus events hosted by CHER. The general format will be a discussion of a recent paper on the topic\, followed by a discussion on how we can facilitate research networks locally on campus.   The event will be held in Seminar Room 1 in the Medical Sciences building on the 26th February.  The schedule is as follows: \n2:00-3:00:  Guided discussion of target paper. (Facilitated by Dr Stuart Murray from the School of Medicine). \n3:00-4:00:  Stimulating further scholarship and research on lecture capture and use at St Andrews; networking new and existing research teams. \nWe invite all those with an interest in lecture capture policy and its role in teaching and learning practices to join in the discussion. There are already several groups of researchers across the campus with an interest in research on lecture capture and we hope this will be the first of several meetings to further build these networks and encourage cooperation across campus. \nThe paper for discussion: \nEdwards\, M.R.\, Clinton\, M.E. A study exploring the impact of lecture capture availability and lecture capture usage on student attendance and attainment. High Educ 77\, 403–421 (2019).\nhttps://doi.org/10.1007/s10734-018-0275-9 \nA handful of copies of the paper and a discussion cheat-sheet will be available at the event.
URL:https://cher.wp.st-andrews.ac.uk/event/stimulus-event-lecture-capture/
LOCATION:Medical Sciences Building Seminar Room 1\, School of Medicine\, St Andrews\, United Kingdom
CATEGORIES:Campus,CHER,Stimulus Event
ORGANIZER;CN="Centre for Higher Education Research (CHER)":MAILTO:cher@st-andrews.ac.uk
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20200219T153000
DTEND;TZID=UTC:20200219T170000
DTSTAMP:20260708T150410
CREATED:20200211T230104Z
LAST-MODIFIED:20200212T011012Z
UID:690-1582126200-1582131600@cher.wp.st-andrews.ac.uk
SUMMARY:Constructive alignment within distance learning programmes
DESCRIPTION:Presenter: Dr. Pam Rogerson Revell\, University of Leicester \nBio: I am an Associate Professor in Applied Linguistics at the University of Leicester\, where I have been Director of the distance MA in Applied Linguistics and TESOL for many years. One of my main areas of interest is in developing and researching online and distance learning pedagogies. I have been involved in many funded projects in this area\, including 3 EU-funded international e-learning projects and 2 JISC-funded national projects.  I created an OER (Open Educational Resource) ‘ The Phonology and Phonetics Review‘ to help students develop their skills in this area and in 2018 I led the development of a MOOC  ‘An introduction to Applied Linguistics and TESOL’ which is a collaboration between the University of Leicester and Futurelearn. The MOOC is currently in its fourth run and has had over 20\,000 participants. \nSession Overview: As Director of our distance MA\, I am very keen to use technologies to support teaching and learning. Although technologies potentially offer a vast range of opportunities to enhance distance learning and support\, for instance by facilitating interactive and collaborative learning environments\, they need to be ‘constructively-aligned’ (Biggs\, 2003)\, i.e. carefully integrated into programme design and assessment.  My talk will report on an action research study (Rogerson-Revell\, 2015) investigating  the use of online learning activities or ‘e-tivities’ (Salmon\, 2002) to enhance the learning and assessment experience of students on our distance Masters programme. \nPanopto Webcast link: https://st-andrews.cloud.panopto.eu/Panopto/Pages/Viewer.aspx?id=9ff65a5a-c87d-4be5-8da4-ab5d00e5a322 \nMentimeter for online audience: https://www.menti.com/v5pcwxe6b8 \n 
URL:https://cher.wp.st-andrews.ac.uk/event/constructive-alignment-within-distance-learning-programmes/
LOCATION:International Education Institute Building\, International Education Institute\, Kinessburn\, Kennedy Gardens\, St Andrews KY16 9DJ\, St Andrews\, KY16 9DJ\, United Kingdom
CATEGORIES:Campus,Webinar,Workshop
ATTACH;FMTTYPE=image/jpeg:https://cher.wp.st-andrews.ac.uk/files/2020/01/St-Andrews-IEI-header.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20200205T130000
DTEND;TZID=UTC:20200205T150000
DTSTAMP:20260708T150410
CREATED:20200113T130755Z
LAST-MODIFIED:20200120T001145Z
UID:607-1580907600-1580914800@cher.wp.st-andrews.ac.uk
SUMMARY:Writing for publication: an editor’s perspective (St Andrews)
DESCRIPTION:Synopsis: This interactive workshop will look at what’s involved in preparing and submitting an article to a refereed journal. It will look\, in broad terms\, at why we publish and how we might get started in our writing. It will then look at how journals ‘work’\, outlining what authors might expect during the submission and peer review process\, and what reviewers\, editors and journals are looking for in articles they receive. \nPresenter: Graham Hall is Associate Professor in Applied Linguistics/TESOL at Northumbria University\, UK\, and has been involved in English Language Teaching/TESOL for over 25 years\, working as a teacher and teacher educator\, and as a researcher\, author and editor. His research interests range from classroom discourse to language teaching methodology\, and from supporting teacher research to the cultural politics of TESOL. He is the author of Exploring English Language Teaching: language in action (Routledge\, 2011; 2nd edition\, 2017)\, which was the winner of the 2012 British Association for Applied Linguistics (BAAL) book prize. He also edited the Routledge Handbook of English Language Teaching (2016)\, and was editor of ELT Journal from 2013-17. \nLocation: Room XL in the International Education Institute Building \nLive Stream & Webinar: This workshop will also be streamed live on the day and be available as a webinar for those that wish to review the workshop later.  Use this link to access the workshop online. \nhttps://st-andrews.cloud.panopto.eu/Panopto/Pages/Viewer.aspx?id=fec1e289-5700-4fb2-914d-ab4300f6930e \n 
URL:https://cher.wp.st-andrews.ac.uk/event/writing-for-publication-an-editors-perspective/
LOCATION:International Education Institute Building\, International Education Institute\, Kinessburn\, Kennedy Gardens\, St Andrews KY16 9DJ\, St Andrews\, KY16 9DJ\, United Kingdom
CATEGORIES:Campus,Workshop
ATTACH;FMTTYPE=image/jpeg:https://cher.wp.st-andrews.ac.uk/files/2020/01/St-Andrews-IEI-header.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20191122T143000
DTEND;TZID=UTC:20191122T163000
DTSTAMP:20260708T150410
CREATED:20191119T111334Z
LAST-MODIFIED:20191119T111822Z
UID:583-1574433000-1574440200@cher.wp.st-andrews.ac.uk
SUMMARY:Getting to grips with the intangibles of Higher Education
DESCRIPTION:Much of what we measure in education as KPIs is extremely useful in steering strategy around recruitment or employability as well as measuring success in education\, however it is well recognised that KPIs do not measure all the qualities we use to make such measurements. These intangibles have been the subject of a current QAA Enhancement Theme collaborative cluster called Beyond the Metrics: The intangibles. (https://www.enhancementthemes.ac.uk/current-enhancement-theme/defining-and-capturing-evidence/the-intangibles-beyond-the-metrics#).\nThis Cluster\, led by Dr Alastair Robertson (Dir Teaching and Learning at Abertay) has developed resources to help evidence some of the more intangible aspects of the student experience. Following a series of nine workshops this group explored how intangibles might be of use to a variety of aspects of education development activity as well as recruitment and the student journey. The following five areas were the intangibles which the participants felt were currently the most prominent requirements which could not be quantified in their HE practices: \n\nSense of belonging to a (learning) community.\nBuilding effective relationships (between students and staff and between staff).\nThe transformational impact of (a university) education.\nWellbeing (of students and staff).\nStudent engagement in their own learning and the wider student learning experience.\n\nAlastair Robertson is a highly respected and active member of the Higher Education community. He is the Deputy Chair of the Scottish Higher Education Enhancement Committee (SHEEC)\, is a Principal Fellow of the Higher Education Academy\, and occasionally writes for Wonkhe. \nAt this workshop Alastair will guide us through a method we can utilise to help identify and understand the intangibles in our areas of influence. He will provide a background perspective of the concept and work he has done so far\, as well as taking us through a number of group-worked examples. \nThe benefits of understanding one’s own intangible assets for rankings\, both within the curricula and non-curricula lives of staff and students are clear. In recent years there has been a groundswell of interest in how Universities can recognise their own intangible assets and target activity to enhance them to improve recruitment\, retention\, the student experience and curricula offerings. \n\nIntended outcomes of the session include:\nAn appreciation of the importance of understanding intangible factors\nAn understanding of how to identify important intangibles in a particular work arena\nExperience of identifying intangibles in a Higher Education setting.\n\nThis workshop is potentially of interest to staff who organise or practice teaching and those in strategic or service provision positions within the University and will be held in Lower College Hall on 22 November 2019. The Workshop will commence at 2.30pm with refreshments available from 2.15pm. The workshop will close at 4:30pm \nPlease book here via PDMS. \nDr Jon Issberner (Acting Deans of Science)
URL:https://cher.wp.st-andrews.ac.uk/event/getting-to-grips-with-the-intangibles-of-higher-education/
LOCATION:Lower College Hall\, St Andrews\, St Salvator's Quadrangle\, North Street\, St Andrews\, KY16 9AL\, United Kingdom
CATEGORIES:Campus,SALTI,Workshop
ATTACH;FMTTYPE=image/jpeg:https://cher.wp.st-andrews.ac.uk/files/2019/11/Intangibles.jpg
ORGANIZER;CN="St Andrews Learning and Teaching Initiative (SALTI)":MAILTO:jpi@st-andrews.ac.uk
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20191106T140000
DTEND;TZID=UTC:20191106T153000
DTSTAMP:20260708T150410
CREATED:20191018T103426Z
LAST-MODIFIED:20191025T215005Z
UID:546-1573048800-1573054200@cher.wp.st-andrews.ac.uk
SUMMARY:Introduction to design thinking and implications for curriculum design
DESCRIPTION:Abstract: Curriculum innovation often poses a number of challenges. Often\, the changes applied give participating faculty a sense of déjà vu or of re-inventing the wheel. Additionally\, the evaluation of the efficacy of the initiatives is often difficult to confirm in the short- or long-term. Design thinking is a systematic method to creatively solve complex problems by putting users at the center of the design process. It has great potential to integrate user feedback into the curriculum development process to better ensure changes are serving the needs of students and faculty. The method focuses on empathizing\, defining a problem based on user needs\, generating multiple solutions\, and then\, rapidly prototyping and iterating the potential solutions. This creates space for incremental changes or wild disruptions of the curriculum because rapid prototyping creates low-fi\, low-time investment experiences for users to interact with. In this workshop\, we will complete a design sprint to get a hands-on introduction to design thinking and discuss the potential applications for language learning curriculum development. \nPresenter: Alliya Anderson teaches Innovation and Entrepreneurship in Engineering Design and Preparatory English at Khalifa University of Science and Technology in Abu Dhabi\, United Arab Emirates. She is a 2019 Center for Learning and Teaching Fellow and a member of cohort 3 for the UAE-Stanford Innovation and Entrepreneurship in Education initiative. \nUPDATE:  This will also now be run as a live webinar as well. If you want to access the Webinar option\, use the following link that will go live at the time of the workshop. \nhttps://st-andrews.cloud.panopto.eu/Panopto/Pages/Viewer.aspx?id=6a98dabb-99d6-4c54-824a-aaed00ecd51f \n 
URL:https://cher.wp.st-andrews.ac.uk/event/introduction-to-design-thinking-and-implications-for-curriculum-design/
LOCATION:International Education Institute Building\, International Education Institute\, Kinessburn\, Kennedy Gardens\, St Andrews KY16 9DJ\, St Andrews\, KY16 9DJ\, United Kingdom
CATEGORIES:Campus,Webinar,Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20191031
DTEND;VALUE=DATE:20191102
DTSTAMP:20260708T150410
CREATED:20191031T153118Z
LAST-MODIFIED:20191031T153143Z
UID:567-1572480000-1572652799@cher.wp.st-andrews.ac.uk
SUMMARY:Scottish Higher Education Developers event  (St Andrews)
DESCRIPTION:CAPOD is hosting the annual Scottish Higher Education Developer’s (SHED) Group two-day residential event\, and we would like to open the talks and workshops to interested St Andrews staff. We want colleagues to be able to pop in for just the sessions that are relevant to them\, rather than committing to an entire day (or two)\, but at the same time we need to ensure a smooth transition between talks. To manage this we have put “chunks” of the programme as separate entries into PDMS (so we can manage catering). You do not need to stay for an entire chunk (eg you might slip out after the first talk)\, but please do not arrive in the middle of a chunk since that would be very disruptive for the presenters!  We have a mix of St Andrews staff and externals presenting. See SHED site for details of the full programme and speakers\, \nThursday 31st October \n11.00- Arrival & refreshments \n11.30- Welcome & ‘What’s on top?’ (Fiona Smart\, Convenor of SHED) \n11.45- Equality and Diversity in Classics Teaching (Alexia Petsalis-Diomidis\, Classics) \n12.05- Small changes to academic practices in university bring big benefits to students in transition from college (Julia Fotheringham\, Edinburgh Napier University) \nPlease book for the above using E&D in Classics / Transitions from College (11.15am to 1pm) \nhttps://www.st-andrews.ac.uk/pdms/index.php?CourseID=10208 \n  \n14.00- Feeding the neighbour’s cat: developing doctoral researchers (Sarah Floyd & Vicky Davies\, Ulster University) \n15.00-Tea/Coffee \n15.15– Discussion: Presentation & workshops \n15.45- Updates from Sector representatives: QAA\, SPARQS\, AdvanceHE\, SEDA \nPlease book for the above using Feeding the neighbour’s cat (2-3pm) \nhttps://www.st-andrews.ac.uk/pdms/index.php?CourseID=10209  (you do not need to stay for discussion/updates) \n  \nFriday 1st November \n09.30 – Arrival & refreshments \n10.00 – Welcome & Recap \n10.15 – Exploring the Characteristics of Expertise in Teaching in HE (Helen King\, University of the West of England) \n11.15 – Tea/Coffee \nPlease book for the above using Exploring the characteristics of expertise in teaching in Higher Education (10-11.15am) \nhttps://www.st-andrews.ac.uk/pdms/index.php?CourseID=10210 \n  \n11.30 – Mathsbridge: maths support for international students (Aidan Naughton\, Mathematics & Statistics) \n11.50 – Early experiences with using Lecture Capture in a Mathematics department (Antonia Wilmot-Smith\, Mathematics & Statistics) \n12.10 – Social identification and how students approach learning (Kenneth Mavor\, Psychology & Neuroscience) \n12.30 – Discussion & Questions – Presentations \nPlease book for the above using McCall MacBain Award Winner Talks (11.30am-12.45pm) \nhttps://www.st-andrews.ac.uk/pdms/index.php?CourseID=10211 \n  \n13..45 – An overview of the Equally Safe strategy: considering gender based violence in Learning\, Teaching and the Curriculum’ (Kay Steven\, Advance HE) \n14.45 – Discussion \n15.15 – Closing remarks \nPlease book for the above using Equally Safe strategy (13.45-14.45pm) \nhttps://www.st-andrews.ac.uk/pdms/index.php?CourseID=10212 \n  \nDr Heather McKiggan-Fee\, SFHEA \nEducational and PG Researcher Developer
URL:https://cher.wp.st-andrews.ac.uk/event/scottish-higher-education-developers-event-st-andrews/
LOCATION:Parliament Hall\, St Andrews\, South Street\, St Andrews\, KY16 9QW\, United Kingdom
CATEGORIES:Campus,Conference,Local,Regional
ATTACH;FMTTYPE=image/png:https://cher.wp.st-andrews.ac.uk/files/2019/10/shed-logo.png
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20191023
DTEND;VALUE=DATE:20191024
DTSTAMP:20260708T150410
CREATED:20190423T005425Z
LAST-MODIFIED:20191013T132709Z
UID:225-1571788800-1571875199@cher.wp.st-andrews.ac.uk
SUMMARY:Innovative Assessment in Higher Education (St Andrews)
DESCRIPTION:This conference on Innovative Assessment in Higher Education is a joint event organised by the International Education Institute (IEI) St Andrews and the St Andrews Learning and Teaching Initiative (SALTi). \nPlenary speakers are Professor Carol Evans\, University of Birmingham\, and Dr Mark Carver\, University of St Andrews. \nThe event will be open to academics\, teachers and postgraduate students. This will be the first IEI SALTi conference\, but our ambition is to turn it into an annual learning and teaching conference. \nThe conference theme addresses innovate practices of assessment in Higher Education. The organisers are looking for presentations which relate to: \n– Innovative assessment methods\n– Giving feedback\n– Transdisciplinary assessment\n– Technological/digital methods of assessment\n– Student-created assessment \nIEI SALTi are also looking for poster presentations on learning and teaching practice in Higher Education (in general). \nIf you have something you would like to share\, please email Blair Matthews at bm221@st-andrews.ac.uk with your proposal (max 250 words). Deadline for proposals is Wednesday 24 July 2019.
URL:https://cher.wp.st-andrews.ac.uk/event/innovative-assessment-in-higher-education/
LOCATION:Parliament Hall\, St Andrews\, South Street\, St Andrews\, KY16 9QW\, United Kingdom
CATEGORIES:Campus,Conference,SALTI
ATTACH;FMTTYPE=image/png:https://cher.wp.st-andrews.ac.uk/files/2019/04/SALTI_Banner3.fw_.png
ORGANIZER;CN="St Andrews Learning and Teaching Initiative (SALTI)":MAILTO:jpi@st-andrews.ac.uk
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20191008T120000
DTEND;TZID=UTC:20191008T140000
DTSTAMP:20260708T150410
CREATED:20190916T144233Z
LAST-MODIFIED:20191013T132722Z
UID:504-1570536000-1570543200@cher.wp.st-andrews.ac.uk
SUMMARY:Vertically Integrated Projects Academic Forum
DESCRIPTION:Register for this event on PDMS. \nA presentation and discussion with Professor Ed Coyle\, originator and pioneer of Vertically Integrated Projects (VIPs) at the Georgia Institute of Technology. He will introduce these credit-bearing undergraduate modules which are designed to support student research teams drawn from across diverse disciplines (multidisciplinary) and different years of study (vertical/multigenerational) to participate in long term (multi-semester) research and scholarly projects. Students earn credit for their VIP module and benefit from project based learning while academics gain additional research productivity. \nThe focus in on building teams of student researchers at all levels and from both the Arts and Sciences to participate in an open-ended\, exploratory and ongoing research project initiated by the academic VIP team leader and embedded in their own research interests and expertise. Georgia Tech has been running VIPs for 10 years and they now have more than 70 project teams and over 1000 student participants. \nVIPs are available at 35 universities worldwide but only at Strathclyde in the UK. Using the Strathclyde example\, Professor Steve Marshall will illustrate how VIP modules work within a Scottish curricular model. \nAt St Andrews\, we are currently designing the curriculum infrastructure to accommodate VIPs and we are looking for academics who are interested in leading their own VIP student research team in 2020/21 and beyond. \nAims and objectives\n\nBe acquainted with the concept of Vertically Integrated Projects and their benefits for both students and staff.\nBe aware of the possibilities for leading a VIP in the St Andrews curriculum and context.\nHave opportunity to engage in discussion with the presenters on their experience of VIPs.
URL:https://cher.wp.st-andrews.ac.uk/event/vertically-integrated-projects-academic-forum/
LOCATION:Parliament Hall\, St Andrews\, South Street\, St Andrews\, KY16 9QW\, United Kingdom
CATEGORIES:Campus,Deans
ORGANIZER;CN="Deans Office":MAILTO:deansoffice@st-andrews.ac.uk
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20190925T140000
DTEND;TZID=UTC:20190925T163000
DTSTAMP:20260708T150410
CREATED:20190916T124717Z
LAST-MODIFIED:20191013T132753Z
UID:495-1569420000-1569429000@cher.wp.st-andrews.ac.uk
SUMMARY:CHER Networking and Agenda Setting afternoon
DESCRIPTION:Come and join us to start the new academic year with a chance to meet and network with colleagues interested in higher education research\, and to contribute to our agenda for this year and beyond. \nWe will update you on interesting developments in the St Andrews ecosystem relating to higher education research\, and the scholarship of teaching and pedagogy.   We would like to hear about projects that people currently have underway to help stimulate the community\, and facilitate collaborations\, \nIn terms of agenda-setting\, we would like your contributions on how CHER as a collegial\, researcher-driven centre can support\, facilitate\, and celebrate higher education research across the university. \nWe hope to see you there!
URL:https://cher.wp.st-andrews.ac.uk/event/cher-networking-and-agenda-setting-afternoon/
LOCATION:St Mary’s College (Divinity) Lecture Room 1\, St Mary's Quad\, South Street\, St Andrews\, United Kingdom
CATEGORIES:Campus,CHER
ORGANIZER;CN="Centre for Higher Education Research (CHER)":MAILTO:cher@st-andrews.ac.uk
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20190724
DTEND;VALUE=DATE:20190725
DTSTAMP:20260708T150410
CREATED:20190423T010339Z
LAST-MODIFIED:20191013T132859Z
UID:228-1563926400-1564012799@cher.wp.st-andrews.ac.uk
SUMMARY:Call for Posters: Innovative Assessment in Higher Education (St Andrews)
DESCRIPTION:This call for posters relates to the conference (23rd October\, 2019) on Innovative Assessment in Higher Education\, which is a joint event organised by the International Education Institute (IEI) St Andrews and the St Andrews Learning and Teaching Initiative (SALTi). \nIEI  & SALTi are also looking for poster presentations on learning and teaching practice in Higher Education (in general). \nIf you have something you would like to share\, please email Blair Matthews at bm221@st-andrews.ac.uk with your proposal (max 250 words). Deadline for proposals is Wednesday 24 July 2019. \nMore information available on the university event page.
URL:https://cher.wp.st-andrews.ac.uk/event/call-for-posters-innovative-assessment-in-higher-education/
CATEGORIES:Calls for Contributions,Campus,Conference,SALTI
ATTACH;FMTTYPE=image/png:https://cher.wp.st-andrews.ac.uk/files/2019/04/SALTI_Banner3.fw_.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20190708T123000
DTEND;TZID=UTC:20190708T170000
DTSTAMP:20260708T150410
CREATED:20190423T003018Z
LAST-MODIFIED:20191013T132946Z
UID:217-1562589000-1562605200@cher.wp.st-andrews.ac.uk
SUMMARY:Workshop on the Flipped Classroom (St Andrews)
DESCRIPTION:Interest is growing in ‘flipped classrooms’ as students demand their education becomes more dynamic and engaging and as university administrators push academics to develop flexible learning on multiple platforms to accommodate for the changing environment of higher education. This workshop\, which is available to all staff\, presents the techniques that are essential for a creative and successful flipped classroom. \nThe event will open with lunch at 12.30pm and will be hosted by Professor Paul Hibbert and led by Professor April Wright and Dr Stuart Middleton. More details available on the university event page. \nBook through PDMS \n 
URL:https://cher.wp.st-andrews.ac.uk/event/workshop-on-the-flipped-classroom/
LOCATION:Parliament Hall\, St Andrews\, South Street\, St Andrews\, KY16 9QW\, United Kingdom
CATEGORIES:Campus,Deans
ATTACH;FMTTYPE=image/png:https://cher.wp.st-andrews.ac.uk/files/2019/04/SALTI_Banner3.fw_.png
ORGANIZER;CN="St Andrews Learning and Teaching Initiative (SALTI)":MAILTO:jpi@st-andrews.ac.uk
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20190610T140000
DTEND;TZID=UTC:20190610T163000
DTSTAMP:20260708T150410
CREATED:20190526T162036Z
LAST-MODIFIED:20191013T133115Z
UID:367-1560175200-1560184200@cher.wp.st-andrews.ac.uk
SUMMARY:Enhancing Student Experience Research Symposium (St Andrews)
DESCRIPTION:The Centre for Higher Education Research (CHER) and the Medical Education Research Group (MERG) are pleased to present this symposium on enhancing the student experience. \nSchedule\n\n\n\n2 – 2.05pm\nWelcome and introduction\nAnita Laidlaw and Ken Mavor (CHER co-directors)\n\n\n2.05 – 3pm\nStrategies from Down Under to Enhance the Student Experience\nNatalie Colson\nSchool of Medical Science\, Griffith University\n\n\n3 – 3.30pm\nCoffee\n\n\n3.30 – 4pm\nStudent wellbeing: from research to best practice\nPaula Miles\nSchool of psychology and Neuroscience\, University of St Andrews\n\n\n4 – 4.30pm\nLevelling the playing field between rural schools and urban schools in a HE context: a Scottish case study\nLaurence Lasselle\nSchool of Management\, University of St Andrews\n\n\n\nAttendance is open and free\, but for catering purposes\, please sign-up here\n\nKeynote Speaker\nWe are delighted to have Natalie Colson (BHSc\, Grad Dip Higher Ed\, MND\, PhD\, SFHEA) from the School of Medical Science at Griffith University on The Gold Coast in Queensland\, Australia as our keynote speaker for this event. \nNatalie has been involved in a number of projects promoting student engagement and empowerment\, the most recent being the flexible delivery of the Foundation Year Health program. \nShe has received over $600K in grant funding for teaching and learning projects over the past 5 years. Natalie has been formally recognised for her distinctive teaching approaches\, including an Australian Government Office for Learning and Teaching citation for Outstanding Contribution to Student Learning. \n\nAbstracts\nNatalie Colson (School of Medical Science\, Griffith University) \nStrategies from Down Under To Enhance the Student Experience \nIn this presentation\, Natalie will discuss several strategies aimed at enhancing the student experience that she has been involved in developing and implementing. These strategies span from course level\, such as flipping a large first year class\, to program and Health group level\, such as establishing a professional development training program for laboratory demonstrators\, and introducing first year students to the research culture of the university and their discipline with an embedded research encounter experience. \nIn addition\, Natalie will discuss one of her research interests; the online communication of science information and misinformation\, and how it may impact our students. \n\nPaula Miles (School of Psychology and Neuroscience\, St Andrews) \nStudent wellbeing: from research to best practice \nStudent well-being is a critical factor influencing the student experience at university. This study sought to better understand the wellbeing of first year undergraduate students as they transition into university life. By tracking wellbeing levels across an academic year\, we aimed to identify: 1) points during the year when first year students would most benefit from additional support; and\, 2) whether particular cohorts of students would benefit from further support. The findings of this study will be discussed\, along with plans for extending this research in the upcoming academic year. This initial study has resulted in the development of the University’s ‘Wellbeing Working Group’ who have developed a number of initiatives to help support student wellbeing. The final part of this talk will focus on this work\, demonstrating the positive impact that research has had on University practice. \n\nLaurence Lasselle (School of Management\, St Andrews)\nMike Johnson (Admissions\, St Andrews) \nLevelling the playing field between rural schools and urban schools in a HE context: a Scottish case study \nAt a time where the work of access and participation outreach interventions aims to maximise their impact by engaging with schools located in the most deprived communities\, pupils who experience deprivation and are enrolled in schools in remote communities are less likely to benefit from them.  From publicly available statistics\, we show that state secondary schools located in Scottish remote or rural areas are not well served in indictors capturing socio-economic\, education\, or geographical deprivation widely used in the school selection for these outreach interventions. We construct a marker that identifies schools facing higher levels of deprivation than the Scottish average. We argue that (1) this marker is a step in the direction towards levelling the playing field between remote and rural schools and urban schools; (2) it could facilitate a wider selection of schools for outreach interventions.
URL:https://cher.wp.st-andrews.ac.uk/event/student-experience-research-symposium/
LOCATION:Medical Sciences Building Seminar Room 2\, School of Medicine\, St Andrews\, United Kingdom
CATEGORIES:Campus,CHER
ORGANIZER;CN="Centre for Higher Education Research (CHER)":MAILTO:cher@st-andrews.ac.uk
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20190416T130000
DTEND;TZID=UTC:20190416T140000
DTSTAMP:20260708T150410
CREATED:20190427T112104Z
LAST-MODIFIED:20190427T142154Z
UID:336-1555419600-1555423200@cher.wp.st-andrews.ac.uk
SUMMARY:Journal Club: Gender and cultural bias in student evaluations: Why representation matters
DESCRIPTION:The journal club will be reading and discussing the following paper: \nhttps://journals.plos.org/plosone/article?id=10.1371/journal.pone.0209749 \nAbstract\nGendered and racial inequalities persist in even the most progressive of workplaces. There is increasing evidence to suggest that all aspects of employment\, from hiring to performance evaluation to promotion\, are affected by gender and cultural background. In higher education\, bias in performance evaluation has been posited as one of the reasons why few women make it to the upper echelons of the academic hierarchy. With unprecedented access to institution-wide student survey data from a large public university in Australia\, we investigated the role of conscious or unconscious bias in terms of gender and cultural background. We found potential bias against women and teachers with non-English speaking backgrounds. Our findings suggest that bias may decrease with better representation of minority groups in the university workforce. Our findings have implications for society beyond the academy\, as over 40% of the Australian population now go to university\, and graduates may carry these biases with them into the workforce.
URL:https://cher.wp.st-andrews.ac.uk/event/journal-club-gender-and-cultural-bias-in-student-evaluations-why-representation-matters/
LOCATION:Medical Sciences Building Level 3 Meeting Room\, Medical Sciences Building\, North Haugh\, St Andrews\, Fife\, KY16 9TF\, United Kingdom
CATEGORIES:Campus
END:VEVENT
END:VCALENDAR