This workshop is developed specifically for staff who want to successfully embed academic skills within their modules or programmes.
What staff need(s) will the workshop meet?
- How can identify the implicit academic skills my students need to succeed on my modules?
- How can I successfully embed these academic skills within my modules/programmes?
- When and how can I liaise with Learning Development (and other teams) to ensure I successfully embedding of academic skills in my courses?
Through this you will...
Analyse and discuss case studies created by Learning Development to understand ways in which some Learning Outcomes and assessments do not cater for developing the academic skills needed to succeed in the module assessment.
Who would benefit from this workshop
Please book yourself a place via U4BW
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This session develops an awareness of how to identify academic skills needs and how to embed them in a timely and seamless manner which is essential for creating effective learning environments and to provide student support.
By reviewing participant’s own self-selected module, an understanding of how students learn academic skills within that discipline will be discussed and explored.
A discussion around the use of appropriate technology to embed academic skills will also assist participants in becoming aware of the electronic resources available within the university and share ideas for how technology can be used effectively to help students with their academic skills.
Through this workshop you will explore ways to support the academic skills needs of individual students, and of particular groups of learners.
Supporting HEA fellowship
|D1 - Associate Fellow of the HEA||Staff with at least 1 year teaching/support experience. Typically these are staff who do some teaching/student support but not as the main element of their role, such as
|D2 - Fellow of the HEA||
Staff for whom teaching or learning support is a significant element of their role such as staff with experience as
|D3 - Senior Fellow of the HEA||
Experienced HE teaching staff able to demonstrate sustained impact & influence on the L&T practice of others over a number of years, through