12.00 - 14.00, (Cheshire Campus) - D-0-21

Audience: Staff who are interested in developing their professional profile through finding out more about the Professional Standards Framework developed by the HEA in consultation with the sector and/or in routes to membership of the HEA .

Content: An introduction to the areas of professional activity leading to Associate or Fellow Status of the HEA . Examples of previously successful applications from Manchester Metropolitan University staff will be shared and strategies for support and review of draft applications given.

Facilitator: Maureen Dawson, Dorothy Oakey

 

09.30 - 12.00, Crewe D008 Delaney Building

This event is part of a year-long programme of sessions for programme leaders which aim to provide information and support appropriate to the time of year. You do not have to be a programme leader to participate; members of staff from across the institution are welcome to attend and contribute.

Facilitator: Alicia Prowse, Julie Watson, Peggy Cooke

 

09.30 - 12.00, Academic Practice Room, CeLT, 2nd Floor, Cavendish North

This event is part of a year-long programme of sessions for programme leaders which aim to provide information and support appropriate to the time of year. You do not have to be a programme leader to participate; members of staff from across the institution are welcome to attend and contribute.

Facilitator: Alicia Prowse, Julie Watson, Peggy Cooke

 

09.00 - 13.00, TBC

This unit will provide participants with an understanding of mental health issues pertaining to the experience of students in Higher Education. It will also provide opportunities for participants to identify best practice in working with students with mental health issues.

Learning Outcomes
On completion of this unit participants will have:

1. Gained an advanced understanding of student mental health issues
2. The ability to critically consider selective theoretical accounts of human development, with a strong emphasis on the student lifecycle
3. The ability to critically evaluate current provision for students with mental health issues
4. The ability to create examples of good and appropriate practice that takes into account the particular needs of students with mental health issues

Curriculum Outline
The curriculum for this unit will include material on:

• Shifting needs and changing issues that can arise as students move through the student lifecycle from admissions to graduation
• Regression and the experience of learning. A focus on the student experience from a developmental perspective
• Issues of dependency and autonomy. Good practice in working with students with mental health difficulties
• Understanding common terminologies, eg psychosis, neurosis, 'personality disorder', bi-polar disorder
• Developing skills in boundary setting with students with mental health problems
• Mental Health Provision in the current political climate. A critical review of mental health legislation and provision for the student population

Format
A blended learning approach will be used to deliver the module. The following elements will be used: Seminars, workshops, skills training, lectures, independent study (with tutorial support)

This course will run over 4 half days, Wednesdays 21st and 28th April and 5th and 12th May 2010

Facilitator: Yvonne Harris

 

09.30 - 13.00, TBC

Audience: Any staff involved in programme leadership activities. This programme may also be undertaken by staff as part of their professional development aspirations.

Format: The unit will be delivered through a blended learning package of distance learning and online materials, workshops, group work and work based projects, self-evaluation tools and diagnostics.

Unit Learning Outcomes

On completion of this unit participants will:

• have a deep understanding of, and be able to critically evaluate, the theories of leadership and their relevance to leadership in Higher Education
• be aware of the factors that influence approaches to leadership
• recognise and critically evaluate the enabling structures both within and external to the University which facilitate or create barriers to effective leadership and change management
• outline and demonstrate competencies in promoting effective team-working and communication, influencing, and managing conflict and disagreement
• understand project planning and management methodologies and demonstrate effective project planning and management skills
• recognise and evaluate their own approaches to leadership, and change management

Course content:

• Theories of strategic leadership, leadership and management, motivation and communication and how they relate to leadership and devolved leadership in Higher Education.
• The changing context of Higher Education: the challenges facing HE; the cultures and structures of the organisation and organisational behaviour in the organisation and their own working context
• The strategic focus and key goals of the organisation and how they relate to the individual’s Faculty/Department and own role.
• An understanding of strategic and operational planning and HR processes and how this understanding contributes to effective leadership and management approaches.
• The contributing knowledge, skills and competencies required to lead and manage in Higher Education and in general.

Assessment (Optional)

To gain APD credits for APD record: Complete a short piece of reflective writing demonstrating learning gained from the unit

To gain 10 Masters credits : 3000-3500 word written assignment demonstrating a critical and analytical understanding of the learning from the unit content containing a personal development plan that sets out how they will further develop their leadership and management knowledge, skills and competencies.

This course will run over 4 half days, Wednesdays 21st and 28th April and 5th and 12th May 2010

Facilitator: Josie Moores (Organisation Development & Training)

 

09.30 - 13.00, TBC

Audience: All staff who have or wish to have a role in mentoring colleagues both within and external to Manchester Metropolitan University .

Learning Outcomes

On completion of this programme participants will:

• understand and appreciate the origin and variety of mentoring and mentoring relationships and be able to analyse the relative merits of theoretical models of mentoring in relation to professional practice
• understand that culture affects and shapes approaches to mentoring and be able to appreciate, not only the potential benefits of mentoring, but also its dysfunctional side
• have developed their own approach to mentoring and have practised mentoring skills
• have considered issues relating to diversity including those of inclusiveness and working with difference

Format: The curriculum will be delivered through experiential workshops and online learning (WebCT), to enable participants to gain a deep and lasting understanding of mentoring through their active engagement in the mentoring process.

Course content

This unit will provide participants with an opportunity to explore the nature and form of mentoring and its role in the development process in order to enable them to understand and use mentoring as part of a professional development strategy, through a consideration of:

• the history and different theories and models of mentoring
• the moral and ethical issues surrounding the mentoring process
• issues relating to diversity - including inclusiveness, working with difference and cultural perspectives
• mentoring roles and responsibilities, confidentiality, commitment, openness and learning contracts
• the advantages and disadvantages of mentoring
• organisational culture and establishing mentoring
• the linkage of academy to practice
• the development of the intra-personal skills necessary to become an effective mentor
• reflection on their own and their mentee’s experience

Assessment (Optional)

To gain APD credits for APD record: Complete a short piece of reflective writing demonstrating learning gained from the unit

To gain 10 Masters credits: A ‘Patchwork Text’ - a maximum of 3,500 words. The Patchwork text will be formed from three shorter pieces of writing. Each piece of writing will be in a different style and in a different voice. The balance and nature of the texts will be negotiated with the participant.

This course will run over 4 half days, Wednesdays 21st and 28th April and 5th and 12th May 2010

Facilitator: Jane Bates and Sue Lewis (Institute of Education,

 

09.30 - 12.30, TBC

This course is delivered on Wednesday mornings over 4 weeks

Unit Summary
The Shock Absorber is a Higher Education Academy Project based at MMU that has developed interconnected learning, teaching and assessment strategies to support the first year learner from pre-entry, through induction, to the first assignment. The Shock Absorber Project team will deliver an Academic Practice Unit 'Integrating Support for Learning in the First Year Curriculum.'

Learning Outcomes
On completion of the unit participants will be able to apply to their practice a deep understanding of:

1. a 'non-deficit model' approach to the support and development of learning;
2. the requirements of a diverse range of students including those from groups traditionally underrepresented in Higher Education;
3. curriculum design to support pre-course preparation and induction to the first year at university;
4. the integration of support for learning in the curriculum that goes beyond the provision of 'study skills';
5. the design of assessment strategies-including diagnostic and formative assessment processes- appropriate for the first year learner
6. strategies to support independent learning, student autonomy and the transition to level two.
7. collaborative and team approaches-both programme based and university wide- to supporting and developing learning

Curriculum Outline
The curriculum for this unit will include:

1. current policies, debates and dilemmas: widening participation, massification of HE, recruitment and retention of non-traditional entry students;
2. principles of practice to promote diversity and inclusion in HE;
3. learning requirements of diverse groups and individuals and the concept of universal design;
4. curriculum design and assessment strategies to support students from pre-entry to completion of level one and the transition to level 2.
5. Collaborative team approaches utilising programme based and university wide resources to create a strategy for implementation in own subject area/discipline.

Teaching and Learning Strategies
Lecture, workshops and seminars and e learning units will provide material to support participants working collaboratively. In small groups they will undertake an enquiry based or problem based learning approach and will produce a holistic strategy to support and develop the learning of first year undergraduates in their own discipline.

 

09.30 - 16.30, Academic Practice Room, CeLT, 2nd Floor, Cavendish North

An introductory course for Associate Lecturers and Postgraduate Research Students which will help you to develop your teaching skills in a supportive environment. Further information

Facilitator: Linda Matthews

| sorry, this session is full. Click here if you would like to be put on the waiting list for this event.

 

09.30 - 13.00, TBC

This unit is designed for all staff involved in the assessment of students.

Learning Outcomes:

At the end of the course participants will be able to:

• describe and evaluate a range of assessment activities which will support learning in Higher Education
• use feedback on student assignments to support the learning process
• critically review the role of student assessment in a complete programme and make recommendations for action to improve it
• select and apply technology to support and facilitate effective assessment

Format:

The unit will use a mixture of e-learning and face to face seminars to deliver essential content. The participants will also take part in a variety of practical activities which will enable them to apply theory to practice. These will include reviews of course documentation, interviews with colleagues, examination and interpretation of specimen evaluation information, as well as collection of data in the participant’s own working environment.

Course content:

The unit will provide participants with an opportunity to make a study of assessment in the context of their own professional practice.

The unit will cover:

• assessment policies and practice in HE: a comparison of different techniques and their effects on student learning; the role of tutor, peer and self assessment
• formative and summative assessment and their management within a unit
• the relationship of assessment to learning outcomes, whether these are specified at unit or programme level (e.g. key skills)
• the importance of feedback to students and techniques for giving and managing feedback effectively
• the management of assessment within an institutional or departmental policy
• the use of technology to make assessment more effective and/or more efficient

Assessment (Optional):

To gain 10 Masters credits: A 3000-3500 word written assignment that demonstrates a critical and analytical understanding of learning from the unit content in providing a review of assessment practice in a programme and make suggestions for changes which would support learning.

To gain APD credits for APD record : Complete a short piece of reflective writing demonstrating learning gained from the unit

Assessment in Higher Education will run over four mornings on Wednesdays 26th May 2nd, 9th and 16th June 2010

Facilitator: Rachel Forsyth and Rod Cullen (CeLT)

 

09.30 - 12.30, TBC

This course is delivered on Wednesday mornings over 4 weeks

Unit Summary
The Shock Absorber is a Higher Education Academy Project based at MMU that has developed interconnected learning, teaching and assessment strategies to support the first year learner from pre-entry, through induction, to the first assignment. The Shock Absorber Project team will deliver an Academic Practice Unit 'Integrating Support for Learning in the First Year Curriculum.'

Learning Outcomes
On completion of the unit participants will be able to apply to their practice a deep understanding of:

1. a 'non-deficit model' approach to the support and development of learning;
2. the requirements of a diverse range of students including those from groups traditionally underrepresented in Higher Education;
3. curriculum design to support pre-course preparation and induction to the first year at university;
4. the integration of support for learning in the curriculum that goes beyond the provision of 'study skills';
5. the design of assessment strategies-including diagnostic and formative assessment processes- appropriate for the first year learner
6. strategies to support independent learning, student autonomy and the transition to level two.
7. collaborative and team approaches-both programme based and university wide- to supporting and developing learning

Curriculum Outline
The curriculum for this unit will include:

1. current policies, debates and dilemmas: widening participation, massification of HE, recruitment and retention of non-traditional entry students;
2. principles of practice to promote diversity and inclusion in HE;
3. learning requirements of diverse groups and individuals and the concept of universal design;
4. curriculum design and assessment strategies to support students from pre-entry to completion of level one and the transition to level 2.
5. Collaborative team approaches utilising programme based and university wide resources to create a strategy for implementation in own subject area/discipline.

Teaching and Learning Strategies
Lecture, workshops and seminars and e learning units will provide material to support participants working collaboratively. In small groups they will undertake an enquiry based or problem based learning approach and will produce a holistic strategy to support and develop the learning of first year undergraduates in their own discipline.

 

09.30 - 12.30, C10, Minshull House, Aytoun

This course is delivered on Wednesday mornings over 4 weeks

Unit Summary

The entrepreneurship and academic enterprise module explores the relationship between academic enterprise and academic practice. The module analyses the changes to the management and structure of higher education institutions and the changing roles of academics within the enterprising university. Different models of entrepreneurship will be analysed in relation to academic enterprise and the university academic. There will be opportunities for participants to explore their entrepreneurial skills and competences by participating in a number of enterprise activities. In addition, strategies for applying enterprise into teaching and learning will also be examined.

Learning Outcomes

On completion of this unit the participants will:

1. Gain a critical appreciation of the integral relationship between academic enterprise and academic practice with the context of higher education reform.
2. Identify trends in academic enterprise activity and be fully aware of the range of activities involved in academic enterprise. Also to develop an awareness of the range of activities that constitute academic enterprise.
3. Critically review the opportunities for academic enterprise activity within faculties and the university and identify further potential academic enterprise activity.
4. Understand the concept of entrepreneurship and develop an understanding of the relationship between the entrepreneurial process and academic enterprise.
5. Gain an understanding of entrepreneurship theory.

Curriculum Outline

The curriculum for this module will critically evaluate the role of entrepreneurship in academic enterprise. The module will be theoretically underpinned by a critical evaluation of entrepreneurship theory and an exploration of the relationship between enterprise and entrepreneurship. Different models of entrepreneurship will be analysed in relation to academic enterprise and the university academic.

The content of this unit will explore the relationship between academic enterprise and academic practice. This will be achieved by analysing the changes to the management and structure of higher education institutions and the changing roles of academics within the enterprising university. This knowledge will be applied to recent and future trends in academic enterprise activity in the higher education sector. The range of academic enterprise activities currently undertaken across the different faculties within the university will be reviewed. Strategies for applying enterprise into teaching and learning strategies for students will also be examined.

The participants will explore their entrepreneurial skills and competences by participating in a number of enterprise activities that will explore their entrepreneurial capacity.

Assessment Strategies

Participants will be required to produce an assignment that includes:

1. An evaluation of recent trends in higher education in relation to academic enterprise and what affect those trends have on academic practice (approximately 1000 words).
2. A critical review of the academic enterprise activities that are undertaken within their faculty and identify potential opportunities new academic enterprise activity (approximately 1000 words).
3. An assessment of the relationship between academic practice, academic enterprise and entrepreneurship reflecting on entrepreneurship theory (approximately 1000 words).

Facilitator: Clare Schofield

 

09.30 - 12.00, Academic Practice Room, CeLT, 2nd Floor, Cavendish North

This event is part of a year-long programme of sessions for programme leaders which aim to provide information and support appropriate to the time of year. You do not have to be a programme leader to participate; members of staff from across the institution are welcome to attend and contribute.

Facilitator: Kate Rowlands

 

09.30 - 12.00, Academic Practice Room, CeLT, 2nd Floor, Cavendish North

This event is part of a year-long programme of sessions for programme leaders which aim to provide information and support appropriate to the time of year. You do not have to be a programme leader to participate; members of staff from across the institution are welcome to attend and contribute.

Facilitator: Rita Lewin

 

13.30 - 16.00, Academic Practice Room, CeLT, 2nd Floor, Cavendish North

This event is part of a year-long programme of sessions for programme leaders which aim to provide information and support appropriate to the time of year. You do not have to be a programme leader to participate; members of staff from across the institution are welcome to attend and contribute.

Facilitator: Alicia Prowse, Rachel Forsyth

 

09.30 - 12.00, Crewe (room TBA)

This event is part of a year-long programme of sessions for programme leaders which aim to provide information and support appropriate to the time of year. You do not have to be a programme leader to participate; members of staff from across the institution are welcome to attend and contribute.

Facilitator: Rita Lewin

 

13.30 - 16.00, Crewe (room TBA)

This event is part of a year-long programme of sessions for programme leaders which aim to provide information and support appropriate to the time of year. You do not have to be a programme leader to participate; members of staff from across the institution are welcome to attend and contribute.

Facilitator: Alicia Prowse, Rachel Forsyth