Victor Chechik, Chemistry Abstract This workshop will focus on the role of option modules in the University teaching. Options look attractive to UCAS applicants and allow students to study the topics they are most interested in. However, there are also many disadvantages associated with offering a large number of option modules. These include excessive staff … Continue reading The pros and cons of option modules
Conference
Digital portraits and future prospects – understanding employability at York
Clare Jackson, Daryl Martin and Rosie Smith, Sociology; Vicky Barton, Careers and Placements; and Katy Mann Benn, Learning Enhancement Team, Academic Support Office Abstract In this paper we discuss student engagement in the Sociology department with Employability initiatives and projects. The paper draws on data gathered from focus groups with Year 1 and 2 students … Continue reading Digital portraits and future prospects – understanding employability at York
Reflections on the Social and Political Sciences peer assisted learning pilot
Simon Parker and Luke Carroll, Politics; and Tamlyn Ryan and Lucy Hodgetts, Learning Enhancement Team, Academic Support Office Abstract As part of its Learning Enhancement strategy for the York Pedagogy, the School of SPS identified a need to support students in navigating the differences between individual academic departments and cultures and to develop greater confidence … Continue reading Reflections on the Social and Political Sciences peer assisted learning pilot
To boldly go: Creating inclusive learning and teaching environments
Claire Shanks, Open Door and Disability Services; Liz Waller, Information Services; and Maria Ayaz, Equality and Diversity Office Abstract Inclusive Teaching or Universal Design for Learning (UDL) is a relatively new concept in higher education that means we have to change how we think about educational practice so that a greater diversity of students is … Continue reading To boldly go: Creating inclusive learning and teaching environments
Designing authentic assessment tools for experiential learning
Andrew Kerrigan, Centre for Global Programmes Abstract The York Pedagogy is grounded in ‘learning by doing’. While there are demonstrable advantages of an experiential syllabus in terms of increased student engagement and confidence in the surrender value of new knowledge and skills acquired, difficulties are encountered in developing valid, reliable and practical assessment tools to … Continue reading Designing authentic assessment tools for experiential learning
Programme-level approaches to skills development in modular degrees
Claire Hughes and Abigail Parrish, Environment Abstract Promoting progressive development towards the programme learning outcomes (PLOs) defined under the York Pedagogy requires us to define a clear programme-level strategy for key skills development. In the Enhancement Plan we put together in the Environment Department we propose to introduce key skills training pathways, involving face-to-face learning … Continue reading Programme-level approaches to skills development in modular degrees
L&T Session C3: Greater than a sum of it parts? Adding value to combined honours programme design
Maeve Pearson (Academic Support Office), Scott Slorach (York Law School), Roddy Vann (Natural Sciences Programme Director), and Lisa O’Malley (Department of Social Policy and Social Work) Abstract | Presentation | Recording Do combined programmes have the capacity to "add value" to students' learning? This was the question posed by the panel in this insightful workshop at … Continue reading L&T Session C3: Greater than a sum of it parts? Adding value to combined honours programme design
L&T Session A3: The design and assessment of skills based learning points at York Law School
Chris Wilkinson and Patrick Gallimore, York Law School Abstract | Presentation | Recording What do our undergraduates do with degrees? In this workshop Chris Wilkinson and Patrick Gallimore explored the relevance of a law degree to wider education and employment. The majority of students who embark on a law degree do so with the ambition of … Continue reading L&T Session A3: The design and assessment of skills based learning points at York Law School
L&T Session B2: Is there evidence for the filpped classroom in STEM teaching
Mike Dodds, Department of Computer Science Abstract | Presentation | Recording The flipped classroom (or flipping) is a new educational technique which seeks to invert the traditional model of in-classroom lectures and out-of-class homework. Instead, it advocates in-class interactive group learning, and out-of-class instruction via videos or podcasts. Intuitively, this moves classroom time away from mere dissemination … Continue reading L&T Session B2: Is there evidence for the filpped classroom in STEM teaching
L&T Session C5: Making a drama out of learning!
Sinead McCotter, Senior Lecturer HRM (Teaching and Scholarship), The York Management School Abstract | Presentation | Recording This workshop was a revelation and the highlight of the conference! Difficult and sensitive conversations are part of every organisation whether associated with HR, student support, career development or discussion of poor assessment/performance scores. Whilst websites provide factual support, this doesn’t come … Continue reading L&T Session C5: Making a drama out of learning!
York Learning & Teaching Forum 