BEGIN:VCALENDAR
VERSION:2.0
PRODID:-//Centre for Higher Education Research (CHER) - ECPv6.17.4.1//NONSGML v1.0//EN
CALSCALE:GREGORIAN
METHOD:PUBLISH
X-ORIGINAL-URL:https://cher.wp.st-andrews.ac.uk
X-WR-CALDESC:Events for Centre for Higher Education Research (CHER)
REFRESH-INTERVAL;VALUE=DURATION:PT1H
X-Robots-Tag:noindex
X-PUBLISHED-TTL:PT1H
BEGIN:VTIMEZONE
TZID:UTC
BEGIN:STANDARD
TZOFFSETFROM:+0000
TZOFFSETTO:+0000
TZNAME:UTC
DTSTART:20180101T000000
END:STANDARD
END:VTIMEZONE
BEGIN:VEVENT
DTSTART;VALUE=DATE:20220620
DTEND;VALUE=DATE:20220621
DTSTAMP:20220612T234625Z
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:20220316T140000
DTEND;TZID=UTC:20220316T153000
DTSTAMP:20220119T235720Z
CREATED:20220316T140000Z
LAST-MODIFIED:20220119T235720Z
UID:1416-1647439200-1647444600@cher.wp.st-andrews.ac.uk
SUMMARY:Academic Forum: Sustainability in the Curriculum
DESCRIPTION:Hold the date: The Academic Forum on Sustainability in the curriculumwill be held online via Teams on 16th March\, 2-3.30pm. More information and booking will be available soon. \n  \n 
URL:https://cher.wp.st-andrews.ac.uk/event/academic-forum-sustainability/
LOCATION:Online
CATEGORIES:Academic Forum,CEED,Local,Online
ATTACH;FMTTYPE=image/jpeg:https://cher.wp.st-andrews.ac.uk/files/2022/01/zbynek-burival-4NhqyQeErP8-unsplash-scaled-e1642636579368.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20220216T140000
DTEND;TZID=UTC:20220216T153000
DTSTAMP:20220119T234915Z
CREATED:20220216T140000Z
LAST-MODIFIED:20220119T234915Z
UID:1409-1645020000-1645025400@cher.wp.st-andrews.ac.uk
SUMMARY:Academic Forum: Entrepreneurial education
DESCRIPTION:Dear colleagues\, \nYou are cordially invited to attend this semester’s first Academic Forum on Entrepreneurial education.  This will be held online via Teams on Wednesday 16th February from 2.00 to 3.30pm. Please circulate this email to all teaching colleagues in your School; anyone who is interested is welcome and encouraged to attend. \nThe goal of the Entrepreneurial St Andrews strategic pillar of our Education Strategy is to ensure the learning and teaching we offer to our students is entrepreneurial. This can be achieved by designing curricula and forms of assessment that reward risk-taking\, problem-solving\, creativity and critical thinking. This Academic Forum will explore and share good practice in designing entrepreneurial modules and activities via presentations by two external speakers who are renowned for their contribution to entrepreneurial teaching in a variety of disciplines. You will have a chance to explore the possibility of designing a project-based learning module  or activities relevant for your discipline to provide students with an opportunity to develop an entrepreneurial mindset. \nBook a place on the Academic Forum: \nhttps://www.st-andrews.ac.uk/pdms/index.php?mode=single&query=12403 \nAll the best for the year ahead\, Heather  \nDr Heather McKiggan-Fee\, SFHEA \nHead of Educational Development \nPGCAP Programme Lead \nCentre for Educational Enhancement and Development (CEED) \nPronouns: she/her \n 
URL:https://cher.wp.st-andrews.ac.uk/event/academic-forum-entrepreneurial-education/
LOCATION:Online
CATEGORIES:Academic Forum,CEED,Local,Online
ATTACH;FMTTYPE=image/jpeg:https://cher.wp.st-andrews.ac.uk/files/2022/01/cherrydeck-05gac-Qn0k4-unsplash-scaled-e1642635306841.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20220215
DTEND;VALUE=DATE:20220216
DTSTAMP:20220120T003427Z
CREATED:20220215T000000Z
LAST-MODIFIED:20220120T003427Z
UID:1419-1644883200-1644969599@cher.wp.st-andrews.ac.uk
SUMMARY:Vertically Integrated Projects: Deadline for new VIP's for 2022-2023
DESCRIPTION:Call for new VIP Projects\nCHER members may be interested in exploring the possibility of projects centred around higher-education themes. \n\n\nWe are currently accepting applications from potential supervisors who wish to start a new Vertically Integrated Project. A Vertically Integrated Project (VIP) is an ongoing multi-semester research initiative led by one or more academic supervisors and made up of a ​diverse team of students from different levels of study (the ‘vertical’ aspect) who receive credit and grades. The link to the application form is https://forms.office.com/r/GH6DiJ65Jk \nFor more information\, please consult the VIP pages for staff https://www.st-andrews.ac.uk/education/vip/staff/ which include important details about the VIP credit structure\, teams\, syllabus\, assessment\, training\, and funding for staff and students. It may also be valuable to look at the descriptions of our current VIP projects https://www.st-andrews.ac.uk/education/vip/projects/. \nFor projects commencing in Semester 1 or Semester 2 of the 2022-2023 academic year\, the deadline for supervisor applications is February 15th\, 2022. ​Student recruitment for these projects will open in March. \n\n \nIt is recommended that you consult with your Director of Teaching at an early stage about how supervising a VIP would fit in with your other teaching and research commitments.\n \nI’ll be very happy to explore opportunities and answer questions.\n\nBest wishes\n  \n\n\n\n\n Dr Ian Smith\, Vertically Integrated Projects Director\n \nDr Shruti Narayanswamy\, Entrepreneurial Education Developer \n\nhttps://www.st-andrews.ac.uk/education/vip/
URL:https://cher.wp.st-andrews.ac.uk/event/vertically-integrated-projects-deadline-for-new-vips-for-2022-2023/
CATEGORIES:Calls for Contributions,Local
ATTACH;FMTTYPE=image/png:https://cher.wp.st-andrews.ac.uk/files/2022/02/VIP-New-Logo-289x143-1.png
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20200402
DTEND;VALUE=DATE:20200404
DTSTAMP:20191013T132045Z
CREATED:20191007T095240Z
LAST-MODIFIED:20191013T132045Z
UID:532-1585785600-1585958399@cher.wp.st-andrews.ac.uk
SUMMARY:SEDA Teaching\, Learning and Assessment Conference 2020
DESCRIPTION:Rethinking the Remit of the University in Uncertain Times\nContext and themes\nIn an age of supercomplexity\, a new epistemology for the university awaits\, one that is open\, bold\, engaging\, accessible\, and conscious of its own insecurity. It is an epistemology for living amid uncertainty. (Barnett\, 2000: 420) (1) \nThis quotation\, by Ron Barnett at the turn of the century\, is an important one to revisit twenty years on. It is an appropriate starting point for this conference which will explore how we have been able to ‘live amid uncertainty’\, if indeed we have. We need to examine whether/how we have been ‘bold\, engaging\, accessible’ as well as probing ongoing questions of academic identities as we are increasingly held accountable by media and society. Quality\, freedom of speech\, wellbeing and metrics dominate headlines but how much do these headlines really shape the ‘business’ of ‘being’ in a university?\n\nMany of these headlines from the media – both social and broadcast – adopt a critical or negative stance. A sample of recent UK media reports illustrates some of the issues which this conference can address:\n\n\nthe quality and focus of undergraduate degrees\, challenging the Education Secretary’s evaluation of “’low-value low quality degrees’” (2) and the continuing characterisations of ‘Mickey Mouse degrees’. (3).\nfreedom of speech on university campuses\, with obvious implications for the development of students’ critical skills. Complaints of online abuse have fueled suggestions that “critical thinking is becoming an unwanted skill.” (4)\n‘spiraling grade inflation’ (5\, 9)\, following the OfS reporting a “significant unexplained increase in first-class degree awards” (6).\nincreasing debates about student well-being and mental health (7) alongside accounts of “the crippling stress university lecturers face” (8).\n\nThis conference will enable delegates to demonstrate through research and innovation how we (Institutions and individuals) can rise to these challenges and respond to them.\n\nSome challenges may be especially important. For example\, the rising diversity of students across the board is a very positive challenge to have. This has implications for offering flexible learner pathways\, supporting students from a variety of backgrounds\, and demands a more acute awareness of student transitions. And we cannot ignore the ways in which technology is disrupting many taken-for-granted approaches to research and teaching as well as providing opportunities for more flexible approaches to teaching and learning.\n\nPerhaps the most fundamental question is how we define and/or measure the value of undergraduate and postgraduate degrees. For example\, recent changes to the TEF metrics place increased emphasis on career and employment outcomes as opposed to other outcomes/values of university education.\n\n\nAnd so this conference will focus on what a university education could/should achieve and what we need to do to confront and resolve these questions.\n\nThe conference will be useful for all staff involved in some level of academic development at higher education\, whether as individual academic\, course/programme leader\, learning developer\, learning technologist\, library professional and/or member of an educational development unit or service.\n\nThanks to the collaboration between SEDA and SHED (Scottish Higher Education Developers)\, this conference also provides a unique opportunity to compare policies and practice across the UK and learn from others’ experience.\n\nProposals are invited\nWithin the general theme and more specific issues identified above\, we welcome proposals from HE (and HE in FE) which analyse/demonstrate/explain how we can best meet current and likely future challenges. Proposals should focus on innovation/developments and/or evaluation/research in one or more of the following areas:\n\n\n\nProgramme design\nModule and learning design\nCourse/programme assessment and feedback strategies/initiatives\nProfessional development for staff\nLearning and mobile technologies\nDigital capability and institutional support\nCurriculum leadership and staff roles\nInitiatives relating to student and staff ‘wellbeing’\nEffective pedagogy/support for students with Specific Learning Difficulties\nApprenticeships\nDevelopment of students’ critical abilities and capacities\nChanging student perceptions about the nature and value of university education\nTransnational/online education\nLearning analytics\nStaff/student partnerships\nWidening participation\n\n\nReferences\n\n\n\n1. Barnett\, R. Higher Education (2000) 40: 409. \nhttps://doi.org/10.1023/A:1004159513741 \n2. Quoted in iNews\, 23/5/2019.  \nhttps://inews.co.uk/news/education/damian-hinds-low-value-low-quality-universities/ \n3. For example\, see the article in iNews\, 12/8/2019. \nhttps://inews.co.uk/news/education/a-levels-2019-science-grades-subjects/ \n4. See article in THE\, 2410\, 30 May- 5 June 2019\, p.24 \nhttps://www.timeshighereducation.com/opinion/are-these-dying-days-genuine-liberal-arts-education \n5. Reported on BBC News\, 11/7/2019 \nhttps://www.bbc.co.uk/news/education-48951653 \n6. Report available from Office for Students \nhttps://www.officeforstudents.org.uk/news-blog-and-events/press-and-media/universities-must-get-to-grips-with-spiralling-grade-inflation/ \n7. See recent work by Jisc which both summarises problems and offers potential solutions \nhttps://www.jisc.ac.uk/news/can-we-tackle-the-student-mental-health-challenge-using-data-analytics-13-mar-2019 \n8. Quoted by Wales Online\, 18/11/2018 \nhttps://www.walesonline.co.uk/news/wales-news/overworked-undervalued-crippling-stress-university-15422303 \n9. See article in New Statesman\, 21/8/2019 \nhttps://www.newstatesman.com/politics/education/2019/08/great-university-con-how-british-degree-lost-its-value
URL:https://cher.wp.st-andrews.ac.uk/event/seda-teaching-learning-and-assessment-conference-2020/
LOCATION:Radisson Blu Glasgow
CATEGORIES:Conference,Local,Regional,UK
ATTACH;FMTTYPE=image/png:https://cher.wp.st-andrews.ac.uk/files/2019/10/SEDA-site-logo.png
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20191125
DTEND;VALUE=DATE:20191126
DTSTAMP:20191013T132437Z
CREATED:20191007T094400Z
LAST-MODIFIED:20191013T132437Z
UID:526-1574640000-1574726399@cher.wp.st-andrews.ac.uk
SUMMARY:Call for contributions: SEDA Teaching\, Learning and Assessment Conference 2020
DESCRIPTION:Rethinking the Remit of the University in Uncertain Times\nProposals for workshops and discussion papers are invited which address the conference topics and themes. Sessions should involve reflection\, exploration\, scholarship and evaluation rather than just describing activities undertaken. Proposals should also be grounded in relevant literature and research wherever possible. \n\n\nAll SEDA conference sessions involve active participation\, discussion and development. Activities should go well beyond simply talking about topics or discussing ideas presented. Activities should involve critique\, analysis\, development and action planning by and with participants.\n\nSession formats\n\nWorkshops: 45 or 90 minutes\, which explore research- and practice-informed topics and include high levels of creativity\, innovative thinking\, critique\, practical participation and action planning.\n\nDiscussion papers: 45 minutes\, including no more than 20 minutes presentation with at least 25 minutes of questions and discussion / exploration\, describing and exploring research\, evaluation\, policy and/or practice. The emphasis should be on drawing out lessons for and with others\, and involving participants in engaging with your findings and ideas. Sessions that integrate presentation and discussion\, rather than presentation followed by Q&A\, will generally be preferred.\n\nCriteria for acceptance of proposals\n\nEach proposal will be reviewed for acceptance at the conference against the following criteria:\n\n\n\nContribution to the conference topic and themes;\nClarity and coherence of the proposal\, including title;\nContribution to practice\, scholarship and evaluation of educational development in further and higher education\, reflecting on and informing the future of educational development;\nLikely value of session aims and outcomes to participants;\nConsistency with the SEDA Values;\nAppropriateness of session structure and specified timings in relation to session type and outcomes; and\nActive and productive engagement of participants.\n\n\n\nProposal Form\n\nProposals should be submitted electronically using this form to the SEDA office by Monday\, 25th November 2019 at 5pm.\n\n\n\n\n\nCALL FOR STUDENT PAPERS\n\nSEDA invites proposals from students In UK HE or FE to deliver short papers (15 minutes) to this conference. Papers should relate to the general conference themes. \n\n\nSupport from SEDA \nSEDA has agreed to provide financial support for three student papers from three different UK institutions (only one student per institution will be funded) under the following conditions: \n\nOne student presenter per institution will have all conference fees waived and be provided with subsistence/accommodation for the whole conference.\nEach student’s home institution must agree to cover the student’s travel costs.\nEach student’s home institution must agree to fund at least one full conference delegate to support the student presenter and act as ‘sponsor’. The staff delegate will be expected to advise and support the student in preparing his/her presentations but will not have any role in delivery at the conference. The bursary cannot be awarded until the sponsor has registered for the conference.\n\nDeadline and Process\n\n\n\nProposals should be submitted electronically to SEDA at office@seda.ac.uk\, using the proposal form  by Monday\, 25th November 2019 at 5pm.
URL:https://cher.wp.st-andrews.ac.uk/event/call-for-contributions-seda-teaching-learning-and-assessment-conference-2020/
LOCATION:Radisson Blu Glasgow
CATEGORIES:Calls for Contributions,Conference,Local,Regional,UK
ATTACH;FMTTYPE=image/png:https://cher.wp.st-andrews.ac.uk/files/2019/10/SEDA-site-logo.png
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20191031
DTEND;VALUE=DATE:20191102
DTSTAMP:20191031T153143Z
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;TZID=UTC:20190425T160000
DTEND;TZID=UTC:20190425T170000
DTSTAMP:20191013T133153Z
CREATED:20190422T222328Z
LAST-MODIFIED:20191013T133153Z
UID:212-1556208000-1556211600@cher.wp.st-andrews.ac.uk
SUMMARY:The Psychology of Assessment and Feedback Processes in Higher Education (Dundee)
DESCRIPTION:Submitting one’s work for expert judgement and commentary can be an unnerving processes. Critical feedback can provoke defensive reactions\, elicit negative emotions\, and influence our confidence and motivation. In this keynote\, I will discuss how insights from psychology can help us to understand emotional\, behavioural\, and motivational responses to feedback. Having outlined the core psychological dimensions of feedback processes\, I will then discuss how these insights can help us to understand challenges inherent to feedback processes in higher education\, where students vociferously express their dissatisfaction with this dimension of their experience. I will share the findings from our recent programme of research into students’ cognitive processing of feedback information\, and draw out key implications for practice. \nDr Naomi Winstone is a cognitive psychologist specialising in learning behaviour and engagement with education\, particularly the processing and implementation of feedback. Naomi is Head of the Department of Higher Education at the University of Surrey\, having previously held the positions of Director of Undergraduate Studies and Director of Learning and Teaching in the School of Psychology\, and Associate Dean (Learning and Teaching) in the Faculty of Health and Medical Sciences. She runs CPD events and workshops at Universities\, Schools and Colleges across Europe\, to support educators and students to enhance the impact of assessment and feedback on learning and development. Naomi is a Senior Fellow of the Higher Education Academy\, and a National Teaching Fellow. You can follow her on Twitter @DocWinstone.
URL:https://cher.wp.st-andrews.ac.uk/event/the-psychology-of-assessment-and-feedback-processes-in-higher-education/
LOCATION:University of Dundee Scrymgeour Building\, Park Place\, Dundee\, DD1 4HN\, United Kingdom
CATEGORIES:Local
ATTACH;FMTTYPE=image/jpeg:https://cher.wp.st-andrews.ac.uk/files/2019/04/TILE-Square.jpg
ORGANIZER;CN="Teaching Innovation &amp%3B Learning Enhancement (TILE) Network":MAILTO:tile@dundee.ac.uk
END:VEVENT
END:VCALENDAR