Journal of Academic Development and Education JADE Issue 11 Summer 2019 | Page 33
2006). Findings: Five students were recruited
(two male, four international). Interviews lasted
18-46 minutes. Four themes emerged: untapped
learning opportunities; challenges ensuring parity
of assessment experience; translating learning
from modelling into future clinical practice and
the simulated learning environment. Discussion:
Despite a small sample, the full educational value
of patient simulation is probably under-appreciated.
Future clinical practice (and patient empathy) can be
improved if educators refocus learning opportunities
from candidates to include student models during
assessments. Conclusions: Patient simulation is a
potentially powerful learning experience which could
be generalizable to other healthcare students. SHAR
is considering future exploitation of such summative
learning opportunities. Acknowledgments: to Choi
Yan Wong - BSc. (Hons) Physiotherapy Graduate,
2018.
Involving students: Co-creation of the curriculum in
an English Literature module
Rebecca Yearling ([email protected])
This paper discusses English Literature teaching, and
the advantages of involving students as co-creators
of the curriculum. In the particular case on which I
focus - a Level 6 module on Renaissance drama - I
did not want students to choose their own texts to
study, as my own expertise in the subject made me
better-placed to pick a range of plays that would
exemplify the variety within early modern theatre.
Instead, therefore, I gave students ownership over
one other major aspect of the module: the collection
of materials relating to the plays' production
history, that were used for class-based discussion
and, eventually, as resources for use in summative
assessment. In being assigned responsibility
for collecting these materials, students gained
experience in working as a team. The materials they
collected then shaped the direction and focus of
class discussion. This experience ended up being
a very positive one for all concerned: student
motivation for learning was improved as students
were more emotionally engaged by the materials
that they had found themselves, and the class as a
whole became more collaborative and less tutor-
driven. My paper therefore suggests some ways in
which the problems involved in student participation
in curriculum design may be overcome.
COLLABORATIVE RESEARCH BETWEEN
STUDENTS AND ACADEMICS – BEYOND
ASSESSMENT
Jamie Pringle ([email protected])
Abstract:
This talk aims to showcase how collaborative
research between PGT students and stuff can
progress them into presenting work at external
conferences and into further PGR study, even
producing collaborative journal articles published in
international journals. A series of case studies using
past students from the GGE MSc in Geoscience
Research course will show the audience how this
works, culminating in PhD study and articles,
conclusions showing how others could replicate this
process.
LIVING CAMPUS – LESSONS FROM GEOSCIENCE
TEACHING *
Jamie Pringle ([email protected]) and Ian
Stimpson
Abstract:
Keele Campus is being extensively used as an
outdoor laboratory for undergraduate teaching in the
Geosciences and Forensic Sciences. In GGE we start
with a geological exploration of campus in Welcome
Week and run second year outdoor practicals on
geoconservation site condition monitoring and
geophysical prospecting using a variety of simulated
geotechnical and archaeological buried ‘targets’ for
student to find, simulating real-world career tasks.
For forensics, we run a third year forensic geoscience
Re f l e c t i o n s o n K ee l e Lea r n i n g a n d Tea c h i n g C o n f e r e n c e
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