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Elaine Clark and Lawrence Benson (Manchester Business School Teaching Academy)

The benefits of team teaching are extolled within the literature and on International Teaching Programmes, such as the ITP at HEC Paris. But what exactly is team teaching? Could it work for you? If so, what would that mean and is there a downside? Fresh from their recent experiences working as a team, an experience which led to a 10% increase in student course enrolment, Lawrence Benson and Elaine Clark explore what it means to teach in a team, how team teaching can be used to make the experience stronger for students and for the teaching staff, and how you can make team teaching work for you!

Paul Gratrick (The Careers Service)

‘My Future Framework’ describes the critical actions which undergraduate students have taken during their degree which have led to them moving into fulfilling work, suitable for a new graduate, shortly after completing their degree. It is the basis of our work to support students to take control of their own future, and give themselves the best chance of making a flying start in their career.

The framework includes ‘My Future Profiler’, a short online student self-assessment questionnaire and the ‘Next Steps Report, a PDF report produced from the profiler questionnaire, tailored to the student’s responses and to their year of study. The report gives suggested actions they could take to immediately prepare for their future, and the urgency with which they should address each action area.

This isn’t an attempt to force-fit students into corporate careers – many of the most competitive opportunities are in academia, the not-for-profit or creative sectors. We simply want to give as many of our graduates as possible the best chance of starting their life after university, doing something of their choosing, which they feel is worthwhile.

This presentation will cover the background research which led to the creation of the five critical action areas, and how we have developed these into a practical framework which can be adapted for students in the Faculty of Humanities.

Annie Morton (School of Arts, Languages and Cultures)

This session will examine the marriage of Peer Assisted Learning and Enquiry Based Learning methodologies here in the Department of French Studies. We will revisit the background to their somewhat stormy meeting in 2007, a meeting which led to the birth of our Peer Assisted Grammar (ebl) Sessions a year later (christened PAGeS). We will will then cover materials created, student perceptions of their experience and finally, some new quantitative data gathered to examine whether participation in PAGeS affects degree classification.

Jackie Carter ( School of Social Sciences)

Have data skills will travel: one summer, 19 stories

Q-Step is the 5-year national step-change intervention programme established to support more social science and humanities students to use quantitative data and analysis in their undergraduate studies. The Q-Step Centre at The University of Manchester has been working with students on politics, sociology, criminology and linguistics degree programmes to 'make numbers normal' in the classroom. The centre, one of 15 nationally, has two aims – to give more students more quantitative training by embedding data in the substantive curriculum, and to start to train our future social researchers in quantitative methods.

In this session I will report on progress in the first 18-months of the Manchester Q-Step Centre, presenting experiences from our 19 summer placement students when we placed them in think-tanks, polling organisations, research consultancies, city councils, the UK Data Service and market research organisations, in London and Manchester. Each student produced a poster demonstrating their experience; we celebrated these findings in an event entitled 'Stepping Out'. Moreover they produced briefing papers, blog posts, news articles, public presentations, a book chapter and in one case an evidence-based report that reached MPs. Some returned to their third year and chose to undertake a dissertation involving data analysis. They exceeded our, the employers, and their own expectations, setting the blueprint for 2015, when we will double the number of students, and increase the number of organisations we will place them with.

This session tells the students', and employers' stories, from our 2014 pilot year, demonstrating how data skills acquired in the classroom travel into the workplace. I hope to be joined, timetable permitting, by some of the Q-Step students who will be able to tell their stories in their own words. I’ll also outline how we are evaluating the placements under a bid funded under the University’s CHERIL initiative, to systematically collect evidence to enable us to consider the impact of the Q-step summer placements through a project entitled: 'Summer internships – what works? Evidencing impact of undergraduate quantitative skills from the University of Manchester Q-Step Centre’s Pilot Year.

Ian Fishwick (Academic Engagement Librarian) & Sarah Rayner Teaching and Learning Services Manager (University Library)

A snapshot of the range of current Library initiatives addressing the perennial student question of “not enough books on the shelves.” Progress reports will cover Books Right Here Right Now; Books On Demand (Print); the mysteries of Patron-Driven Acquisition (ebooks) and the thorny question of reading lists…. Find out more about what we’re doing for you and help us to do it better!

Richard Reece (Faculty of Life Sciences)

Like it or loathe it, many students now expect to be able to interact with their teaching and learning materials in ways that would have been unimaginable to most of their teachers. Through the implementation of the eLearning strategic plan, the provision of online resources to students at the University of Manchester has changed radically in recent years. The transformation of the virtual learning environment from a simple repository of lecture notes to a rich, vibrant and pedagogically sound space for student learning continues, but has been augmented with greatly increased activity in, for example, the availability of recorded lectures and the use of online submission for assessed work. The University has a long history of providing high-quality distance-learning programmes. Currently over 7,00 students are registered on courses where the predominant mechanism by which students interact with their teaching and learning materials is not campus-based. Developments in the ways in which distance-learning provision will be expanded will be discussed, together with the mechanisms by which the knowledge and skills learned by doing so will be fed back into improving online provision for on-campus students.

Becki Bennett (School of Law)

I have been developing distance learning and online learning within the University for over 13 years. In this showcase I will present the different sorts of distance and online learning I have experience with - from Masters level to non-award bearing online CPD courses. I will offer my views on the following for discussion:

  • How to make distance learning work
  • How to choose what is right for you and your students
  • Why doing distance learning and online learning might be a good idea (financially, professionally, for student satisfaction, etc)

Suzanne Creeber (The Careers Service)

My Experience Using HeLD to 'flip' my Classroom

I will share my experience of changing the delivery of my level 2 Career Management Skills (CMS) course by adopting a "flipped classroom" approach, using the Humanities e-Learning Design process (HeLD). It gave me the confidence to change the "tried and tested" ways of delivering CMS, to properly get to grips with how Blackboard can enable learning (beyond hosting documents), and gave me a new appreciation of post-it notes.

Michael O'Donoghue, SEED, with Andrew Gale (MACE), Anna Goatman (Manchester Business School) and Tine Breban (School of Arts, Languages and Cultures)

Michael will chair a session with 3 colleagues, each of whom will address a theme they are exploring on the PG Cert HE or on HNAP:

Tine Breban

In my third-year BA module The Grammar of English Noun Phrases students complete their own research project as main part of the assessment. The projects are mini-versions of my own research with the same methodology and similar research questions. The tutorial part of the course unit is designed to guide them step by step through the research process. The research projects allow the students to get a taste of what linguistic research is and to acquire valuable methodological skills they can apply in further study or in their work life. The results of several past projects have been of such good quality that I have presented them, sometimes with the student, sometimes as a contribution to my own research, at international conferences.

Andrew Gale

This presentation shares the authors thinking, motivations and reflections on the potential for using a blog to stimulate learning for practitioner students on an industry led modular masters course, delivered by blended learning. Whilst the module teaching materials on the virtual learning environment (VLE) (Blackboard) are “mature”, the diagnostic data indicate that the VLE is being used mainly as a repository. This issue is explored. The tuition is shared with a colleague, who is very actively interacting with students via email. The author explains how he is developing a blog on a Wordpress platform and how he is beginning to deploy this on three similar masters modules. The presentation is reflective and attempts to be self-critical.

Neil Cobb (School of Law)

Can involving undergraduates in a teacher’s research blog support their learning development? And can it help to bridge the gap between teaching and research?

Since 2010, I’ve co-edited a public research blog on law, gender and sexuality, with colleagues at Durham and Newcastle. In that time, we’ve increasingly integrated our own undergraduate students into blog activities, most importantly by helping them to prepare a fortnightly ‘news update' service.

In this presentation, I’ll offer a short overview of student involvement in the blog, before reflecting on the experience, and the benefits and possible pitfalls for both staff and students.

Peter Lawler (SoSS), Soren Holm (School of Law), Simona Giordano (School of Law)

Now in its third year of operation, The University College for Interdisciplinary Learning (UCOL) has around 600 students taking its courses. It would like to attract many more but among the many challenges still to be overcome is a lack of knowledge of UCOL's mission and offerings among academic colleagues as well as some scepticism as to the merits of its courses. In this session, UCOL's Director, Peter Lawler, will briefly outline the College's mission and present some key arguments for promoting it to undergraduate students. This will be followed by presentations from the coalface, so to speak, by two colleagues from the School of Law, Soren Holm and Simona Giordano, who have been teaching UCOL courses since the college's inception.

Jon Shute (School of Law), Anna Verges (eLearning, Faculty of Humanities) and Andrew Wilson (eLearning Faculty of Humanities)

Examination remains one of the major forms of summative assessment across Faculty. Timeliness and quality of feedback on examinations is not only a challenge in large cohorts but arguably a key contributor to student satisfaction and attainment. A small pilot conducted in Criminology shows that electronic delivery of feedback increases student engagement with feedback provided on examinations.