In the latest of our monthly posts from the Forum committee, Helen Bedford from Health Sciences encourages us to take advantage of the York Professional and Academic Development scheme. As a relative newcomer to the University of York and rookie member of the Learning and Teaching Forum, I am enjoying accessing opportunities to enhance my … Continue reading Leaning and teaching support activities
Author: Ollie Jones
Happy New Year and welcome back
Happy New Year! We hope you had a relaxing and recuperative Christmas break... We are already in the thick of term, but whether you are emerging from piles of marking, working with final year students on their dissertations and projects, planning lectures, or all of these and more all at once, we hope you might … Continue reading Happy New Year and welcome back
Facilitating reflective practice within the university
In the latest of our monthly posts from the Forum committee, Jenny Gibbons from the York Law School reflects on teaching reflection. Following discussions with colleagues from other departments at Forum workshops and the 2015 Learning and Teaching Conference, it is apparent that reflective writing is increasingly becoming an assessed component on undergraduate and postgraduate … Continue reading Facilitating reflective practice within the university
Deparment of Chemistry to host Teaching Fellows Network Meeting
The Royal Society of Chemistry supports a Teaching Fellows Network. The group encourages colleagues to discuss common issues, share practice, ask questions and make new contacts. The next meeting will be hosted by the University of York. Royal Society of Chemistry Teaching Fellows Network Meeting 9th December 2015, 10:30-16:30, Department of Chemistry, University of York The event … Continue reading Deparment of Chemistry to host Teaching Fellows Network Meeting
Korean students’ Shakespeare
Sarah Olive, Department of Education, reflects on educational experiences of Shakespeare in South Korea. Twenty university students and academics from three institutions in South Korea – mainly in the North West, around Seoul – contributed to a vox pop about Shakespeare in the South Korean education system, to be published in issue 9 of the … Continue reading Korean students’ Shakespeare
Rethinking feedback in light of the York pedagogy
Monday 2 November 2015, room HG21, Heslington Hall, 12.30-2.00pm The next Forum workshop will be run by Cathy Dantec and Bill Soden and will explore the theme of 'Rethinking feedback in light of the York pedagogy'. Cathy and Bill would like participants to consider the following questions before the workshop: What do you include under … Continue reading Rethinking feedback in light of the York pedagogy
Derwent Global Community
Eleanor Brown and Lynda Dunlop secured Rapid Response Funding to explore developing capabilities through a non-formal learning community focused on international development and human rights It is widely acknowledged that higher education offers great opportunities for students to develop as learners, as future employees and as citizens. Much of this learning and development takes place … Continue reading Derwent Global Community
One size does not fit all, but we can offer a framework for alterations: tailoring mental health social interventions for diverse contexts
Meredith Fendt-Newlin and Martin Webber received a Rapid Response Fund grant to develop learning materials to teach students how to adapt evidence-based social interventions for use with service users from diverse cultural backgrounds and within resource-poor environments Diversity in Social Work practice Social workers in professional practice work with some of the most disadvantaged and … Continue reading One size does not fit all, but we can offer a framework for alterations: tailoring mental health social interventions for diverse contexts
Student self-reflection, interaction and teacher corrective feedback: L2 Chinese writing pilot project
Dan Li discusses a Rapid Response Funded pilot project increasing student engagement and promoting reflective learning in the process of feedback Project aims and rationale Corrective feedback (CF) is formal or informal information given to learners on their performance on various tasks. It has been regarded as a controversial topic in second language (L2) teaching … Continue reading Student self-reflection, interaction and teacher corrective feedback: L2 Chinese writing pilot project
Flipping a Chemistry Lecture Course
Andy Parsons discusses the introduction of a new Biochemistry module which gave the Department of Chemistry the opportunity to innovate by using flipped teaching. Last year, a newly introduced Strategy to Synthesis in Organic Chemistry module included a lecture course on Retrosynthetic Analysis, abbreviated RSA. (This is a technique for determining how to prepare valuable … Continue reading Flipping a Chemistry Lecture Course
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