RUSTLE Really Useful Stuff on Teaching, Learning Etc.
Summer 2011
Beyond the degree: building personal and professional skills Until the recent announcement that two Law students had won the national Client Interviewing Competition you may not have thought about how professionals, such as lawyers, gain those important social and professional skills that enable them to operate effectively in their future practice. Students at Sussex get a head start compared to most institutions because the Law department here offers undergraduates extra-curricular courses on interviewing, negotiating and mooting (mock advocacy). Mary Lee and Craig Lind (Sussex Law School) talked to RUSTLE about how the courses help students to develop important skills for life, study and a career in law. Mary leads the course on interviewing clients and works with students on a range of ‘people skills’. On the course, and in competitions, the legal advice given forms a small part of what students are judged on – more important are ‘interpersonal skills such as listening, prioritising information and building up a relationship with a client’. Students, many of whom will go on to be solicitors, learn to ‘avoid assuming things or jumping to conclusions based on first impressions’. Over the course of five 2-hour workshops 50 students build up those skills, starting by thinking about what the elements of a good interview are and then developing them through group work, role-play and lots of interaction. For law students used to studying in a traditional lecture and seminar format this workshop situation is very different, but they rise well to the challenge. Mary points out it is: ‘very much a reflective thing. Getting them to think about the sort of communicator that they are and recognising why this might be important, particularly in relation to being a lawyer. Solicitors’ clients will often come in angst-ridden, angry or upset. It is about how you deal with that and be the most efficient lawyer you can be while at the same time being a human being.’ Similarly in the negotiating course, led by Jim McGregor, students engage in a series of workshops where they learn negotiating techniques by experiencing them in a hands-on fashion through role playing. Mary explains that ‘the basic idea is that students are working to find a solution (to both specific factual and legal issues) which is in the best interest of someone else (their client) whilst dealing/negotiating with someone who is also working in the interest of their client – these interests not being at all compatible. The skills in a
successful negotiation are the ability to listen, to be creative and to be prepared to compromise.... So being receptive to new ideas is important …. You have to see the other side’s point of view and understand their needs as well as your own.’ There are clearly wider applications of these skills as the workshops enhance students’ creative thinking, research and oratory skills as well as helping students to identify where their own personal strengths lie. The format of the mooting course is quite different as Craig explains: ‘In mooting I talk a lot and they read a lot, much more like other courses, because the skills that students need for mooting are the same skills that are used in other law courses. What students would normally do if they were answering a problem question is to deal with the way in which you would go about using the law to solve a problem. In mooting they stand up and deliver that.’ What the course adds is the rules and etiquette of the court, with an emphasis on the judicial process as well as legal content. The Sussex Law School is making a growing number of connections with local firms who feed into these activities, getting involved in mooting, sponsoring prizes and acting as judges because they recognise the value of doing these activities at an undergraduate level. The three courses each hone skills for different aspects of a legal career, with those set on a career as a barrister gaining particularly from the mooting course while potential solicitors might choose to take the interviewing option. These skills are compulsory for students who go on to legal practice courses but increasingly students are seeing the value of developing them at university and Mary encourages them to do so because ‘there are benefits that students can take from these courses that will help them in their general study. Mooting for example is very much about the law, but also about oratory skills, research and making an argument. These are all skills you need to be a good student. While client interviewing is very much about people skills such as listening to people and understanding others’ points of view, which are relevant to working in seminars.’ Such skills would be useful to students across a wide range of disciplines and law students appreciate their opportunity to develop them, with most signing up for at least one of the courses. Students are also keen to enter the internal competitions that follow on from the courses and increasing numbers are progressing to regional, national and even international competitions. In an increas(Continued on page 3)
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Something for everyone: professional development options in teaching and learning Whether you want formal qualifications, professional recognition or just some extra information and the chance to talk with colleagues from across campus about a particular aspect of your teaching, the Teaching and Learning Development Unit has something for you. Full details of all the courses and workshops are on the website, but here is a quick guide to what is available. For people who are not doing any university teaching yet, but would like to know more about teaching in Higher Education, the Preparing to Teach online course is a great way to start. You can work through the resources and learning activities in a way that suits you, with support available through the forum if you want it. If you are a new Associate Tutor just starting on your teaching role you will be expected to complete the Starting to Teach programme which has versions for Sciences and Arts / Humanities / Social Sciences. These face-to-face sessions are also supported by Study Direct sites with useful resources and forums. For those who want to explore specific topics, but don’t necessarily want to take a formal course, the open programme of Teaching and Learning Development Events (see page 8) and the annual Sussex Teaching and Learning Conference are ideal. There are events throughout the year on a wide range of teaching and learning topics, with sessions lasting anything from an hour to a day and anyone with a teaching role is welcome.
Experienced Associate Tutors or people in a learning support role who would like to get formal recognition for their current teaching practice can follow the Associate of the Higher Education Academy Pathway which is designed to be flexible, work-based and aimed at supporting participants in the development of their teaching role. It is recognised nationally and is particularly useful for people intending to pursue an academic career. If you want a formal qualification in teaching and learning, whether you are an academic, researcher or in a learning support role, as long as you are doing at least 20 hours of teaching a year, across a full range of activities, the Postgraduate Certificate in Teaching and Learning in Higher Education (PGCertHE) might be the thing for you. The 2 year parttime programme is individually tailored to each participant and is assessed by a work based portfolio. For those with at least 3 years full time experience of teaching in HE, there is the opportunity to get professional recognition from the Higher Education Academy without completing a full programme by following the new Fellowship of Higher Education Academy Pathway (see page 4). So whatever stage you are at and however much time you have to spend on professional development TLDU has something for you.
Web Links Preparing to Teach: https://studydirect.sussex.ac.uk/course/view.php?id=3221 Starting to Teach: www.sussex.ac.uk/tldu/events/at/stt TLD Events: www.sussex.ac.uk/tldu/events/tldevents Sussex Teaching and Learning Conferences: www.sussex.ac.uk/tldu/events/conf AHEA Pathway: www.sussex.ac.uk/tldu/awards/hea/ahea PGCertHE: www.sussex.ac.uk/tldu/events/pgcert FHEA Pathway: www.sussex.ac.uk/tldu/awards/hea/fhea
Sussex Teaching Awards 2011 It is time for the Sussex Teaching Awards 2011 and posters are up all over campus asking for nominations from students and colleagues. Schools and the Professional Services Group are accepting the nominations so if you would like to propose a colleague who you think deserves recognition for their teaching, please do so using the nomination form available in your School. Most Schools will close for nominations in late April - early May 2011. Please check with your School for local details.
Web Links Sussex Teaching Awards: www.sussex.ac.uk/tldu/awards/sta 2010 Sussex Teaching Award winners: www.sussex.ac.uk/tldu/awards/sta/sta2010 2
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A new approach to assessing presentations Most disciplines ask students to make presentations as part of their learning, but assessing them can be challenging. There are often concerns about the relative ranking of content knowledge and presentation skills, and, at a technical level, good or bad presentations can often cloud perceptions of the knowledge and understanding displayed by the presenter. In some subject areas there is also a growing interest in the quality of the presentation as a speech event for both presenter and audience, for example the extent to which everyone present is contributing to the discussion. For this reason, Simon Williams (Sussex Centre for Language Studies) likes the kind of presentation that ‘puts more focus on students and less on the tutor’ so that ‘students have more say... are more flexible and autonomous'. Simon carried out some research on a collection of recordings of assessed presentations and presented his findings at a British Association of Lecturers in English for Academic Purposes (BALEAP) conference. As part of that project, Simon interviewed students and tutors and analysed the question and answer phase of the presentations. He found, amongst other things, that following the presentations ‘the tutor was asking twice as many questions as the students’, which supported the view that these learning events could be a rather passive experience for most students. Rachel Cole (also SCLS), helps organise pre-sessional courses that prepare international and overseas students for study in UK higher education, and had also noticed that traditional presentations ‘let the audience be very passive’ and much of the question and answer part of the process ‘was tutor-led with little student-to-student interaction’. As Simon pointed out: ‘because these students were studying language, they were all getting some input, but more active
discussion would benefit everyone.’ In an attempt to engage more students more fully, Rachel made some changes to the way she used presentations so now, instead of asking students to verbally present an aspect of their research proposal, she requires them to produce a poster. In class, students stand by their posters and respond to questions from other students. There is little focus on the poster itself, and no presentation is given; rather, emphasis is on the standard of the questions and answers, and everyone’s language skills are graded, not just the presenter’s. Simon and Rachel agree that ‘if students are being assessed on their questioning skills as well as just presentation, then it leads to a more interactive experience for everyone, with better patterns of interaction between students rather than just between student and tutor’. The novel aspect of this form of assessment has particular strengths in a language context, but Rachel sees possibilities for other disciplines, as the emphasis on engaging with the poster and the presenter by asking questions helps students learn to be critical and stimulates group discussions. Thinking about ways to assess this type of work also opens up the possibility of involving students in the assessment of the poster or presentation itself with the opportunity to develop shared criteria and assess each other's work, helping students to internalise standards and improve their own presentations. If you would like to think about ways to make your students’ presentations more engaging for the whole class or are considering new approaches to assessing presentations the web links below will give you some ideas.
Web Links and Resources Handout and presentation slides from Simon’s research: www.sussex.ac.uk/tldu/resources/rustle Assessing oral presentations: www.sussex.ac.uk/tldu/ideas/assessment/oral Peer assessment and feedback: www.sussex.ac.uk/tldu/ideas/assessment/peer Web links on presentations: www.delicious.com/tlduteam/presentations (Continued from page 1)
Beyond the Degree: building personal and professional skills
ingly competitive job market Craig believes that ‘if they want to become practitioners they stand a much worse chance of getting a training contract or whatever they want to do next to get a career if they haven’t done these extra-curricular things. .. By taking these courses they are demonstrating an interest in the things they will have to learn to do to become practitioners.’ And Mary has noticed ‘students becoming more alert to and interested in doing these things’. The introduction of subject-specific Skillclouds last year has helped students to recognise and exploit the skills they have gained during their degree. As Mary said: ‘Often students have done these things and acquired skills but never thought of the benefit of it and how they can articulate it. They need to be asking themselves where is the benefit? Where is the value when I am applying for jobs?’ And Skillclouds makes it easier to do that with specific skills being identified for each department and being embedded in the curriculum as well as referring to the skills being developed in extra-curricular activities.
Web Links: Bulletin report on the Client Interviewing Competition: www.sussex.ac.uk/law/newsandevents/?id=7314 Sussex Law School student experience pages: www.sussex.ac.uk/law/experience Skillclouds: www.sussex.ac.uk/tldu/studentskills/skillclouds TLDU bookmarks on ‘skills’: www.delicious.com/tlduteam/skills 3
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Sussex launches a new pathway to Fellowship of the Higher Education Academy For some years, new teaching staff at Sussex have been able to become Fellows of the Higher Education Academy (HEA) by completing a Postgraduate Certificate in Teaching and Learning in Higher Education (PGCertHE) but now the Teaching and Learning Development Unit (TLDU) also offers more experienced colleagues a way to gain HEA recognition. The Sussex Pathway to Fellowship of the HEA is a professional recognition scheme which offers a flexible individual route to recognition of experience in teaching and supporting learning at higher education (HE) level in a range of areas. The pathway is open to staff with a minimum of three years full-time teaching in HE. The pathway offers staff with teaching experience in higher education but no formal qualification in teaching, professional recognition of their expertise and experience benchmarked against a national framework of practice. The pathway allows participants to engage with continuing professional development in a time-efficient way with support from a group of colleagues.
A TLDU advisor (a Fellow of the HEA) will support each group of 4-8 participants in the development of individual outline plans and group members will provide feedback to each other, with support from the advisor. Each group will agree a shared target deadline for completion of cases, typically a 10 week period. Study Direct will be used to share resources, information and drafts and to arrange meetings. Members of the group will be asked to conduct a developmental observation or review of teaching for another member of the group or a colleague, which will provide some substantial reflective material which will contribute to the written assessment. Participants will submit a ‘case for Fellowship’ of about 3000 words, drawing on their experience and teaching practice to show how they have met the HEA professional standards and TLDU advisors will give formative feedback on draft submissions to enable applicants to meet the required standard. If you would like to talk to someone about the FHEA pathway please contact Jan Pryse.
Web Links and Contact The Higher Education Academy: www.heacademy.ac.uk The Sussex Pathway to Fellowship of the HEA: www.sussex.ac.uk/tldu/awards/hea/fhea Jan Pryse: j.e.pryse@sussex.ac.uk selves. These new expectations can be on top of conducting their own research, teaching and administrative duties. The 'Leadership development for principal investigators' web resource is designed to gather, in a single place, advice, guidance and information on the roles and duties they may be expected to take up. In January Vitae launched a new online resource aimed at new, inexperienced or aspiring principal investigators. The materials cover a wide range of topics related to the responsibilities that face principal investigators including: What is expected of a principal investigator? Research environment Impact Managing people Project management Networks New principal investigators can often be faced with a host of duties that they have little or no experience of. This may be the first time they have been expected to manage a team, conduct appraisals, take financial responsibility or think about the development needs of anyone but them-
The materials were specifically written for the website and were designed to help principal investigators tackle this large variety of leadership and management responsibilities; especially those which they might not have come across in previous roles. Issues such as delegation, financial management, performance management and motivating staff are dealt with in an informed yet easily accessible format. All materials were subject to an extensive consultation process, involving current and past principal investigators, before release. In addition to these new materials there is a resources library giving access to any policy or other documents that may be relevant to principal investigators, a useful links section and FAQs. The website also features a comment section on many of the pages that can be contributed to by principal investigators who wish to share their own experiences.
Web Link Leadership Development for Principal Investigators: www.vitae.ac.uk/pi Project Background: www.vitae.ac.uk/policy-practice/273421/Project-background.html 4
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Higher Education Academy success for associate tutors Ten associate tutors from across campus have successfully completed the AHEA Pathway and been awarded the status of Associate of the Higher Education Academy. They are now entitled to use the post-nominal AHEA and wherever they go within UK Higher Education that will be recognised as a marker of their achievement of the UK Professional Standards and commitment to developing their teaching practice. Congratulations to:
Cecile Chevalier, Media and Film Matt Easterbrook, Psychology Martin Eve, English Verena Erlenbusch, Politics and Contemporary European Studies Ben Jacques-Parr, Physics Carolyn Lambert, English Pejman Mirza-Babaei, Informatics Graeme Pedlingham, English Katya Salmi, Sociology Natasha Steinhausen, Engineering Web Link AHEA Pathway: www.sussex.ac.uk/tldu/awards/hea/ahea
Useful web links: associate tutor information and resources The associate tutor (AT) web pages have had a spring clean! The new pages include all the information that was there before, but have been developed to include new ‘frequently asked questions’ and a page of links to teaching resources. The pages can be found in ‘quick links’ on the staff internal website. If you are about to employ an associate tutor you will find helpful guidance linked to the relevant policy and employment conditions.
New and prospective ATs and GTAs (graduate teaching assistants) will find a wealth of information about wages and employment, training, who to go to with particular issues and a page of FAQs covering everything from applying to resigning and most things in between. If you have any suggestions for developing the AT pages further, or a question you would like to see answered in the FAQs please contact Anne Hole (see contacts).
Web Link and Contact Associate Tutor Web Pages: www.sussex.ac.uk/associatetutors Anne Hole: a.hole@sussex.ac.uk
Technology tips: Box of Broadcasts Television and radio can provide powerful teaching resources across a wide range of subjects, but recording appropriate material for courses used to be a timeconsuming business. Now, with Box of Broadcasts (BoB) staff and students at Sussex can watch or record UK television and radio programmes online. The ITS website explains that ‘all staff and students are able to use it to record television or radio programmes due to be shown in the next seven days’. For some broadcasters it is also possible to retrieve programmes broadcast in the previous week. You can create your own archive of programmes you have recorded for future use
and you can search the archive for programmes that have been recorded by other users in the UK. There are simple editing tools to allow you to create ‘clips’ for use in your lectures or seminars and in a few clicks you can embed programmes or clips into the Study Direct site for your course. It is easy to connect to BoB with your Sussex ITS username and password and straightforward to use, but there are also online video tutorials providing an overview and taking you through the steps of recording, creating clips and using playlists.
Web Links Box of Broadcasts: http://bobnational.net BoB info from ITS: www.sussex.ac.uk/its/services/teachingandlearning/audiovisual/recording BoB video tutorials: http://bobnational.net/content.php?view=video 5
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Mapping the way to independent research: Subject Guides The university library is wonderful, but it is huge and the sheer number of resources available physically and online can be quite daunting for students, especially when they have to start moving beyond reading lists and begin researching for themselves. To help point people in the right direction the library has developed a comprehensive set of online Subject Guides as a starting point for students at all levels to help them find out what the library has for them in their subject area. Chloe Barnes (Library, Learning and Teaching Support) talked to RUSTLE about the guides, what they offer, and how students can use them. The Subject Guides include some familiar things from the library web pages, but they focus on bringing relevant information together in one place making it easy for students to get started on research. The guides are designed to be very clear and use web2.0 technological features to make them dynamic and interactive. Each guide includes an RSS feed bringing recent articles from a relevant journal straight to the front page alongside a YouTube video, links to some useful websites and the opportunity to ‘speak’ to the Learning and Teaching Support Team and ask questions about anything to do with the library through instant messaging. On the ‘Subject Resources’ tab library staff have pulled out the most relevant online resources for each subject area and displayed them clearly on one page with short descriptions. So mathematicians are directed to resources such as MathsSciNet and Scopus whereas art historians are given links including ArtStor and the British Humanities Index. Students can click on each link to see the resources available and search an individual database. For students new to the library or to doing independent research the subject resources tab is a great first step and the other tabs then guide them into using the more general library search tools. The ‘Find Articles’ tab lets students use QuickSearch to find journal articles by keyword, searching many databases at once and returning lots of journal articles all in one place. There is also a widget that allows people to
search through the library’s huge online journals collection of about 26,000 titles. By bringing the tools together in one place alongside the subject-specific resources students are introduced to effective ways of using the range of tools and resources that the library offers. For example, the ‘Find Books’ tab combines a library catalogue search widget with some extra information that is really useful for new students outlining key shelf marks so that they can see at a glance which areas of the library are going to be particularly good for them. This is especially helpful for interdisciplinary subjects where relevant books may be in various locations around the library. The guides are also used to introduce students to the library’s Special Collections of rare books, manuscripts and archives. Where relevant, there will be a ‘Special Collections’ tab that gives information about relevant material in the collection, for example the English Subject Guide introduces resources such as Virginia Woolf’s Monks’ House papers and the Rudyard Kipling Archives. Chloe says that ‘What we want is for students to use their Subject Guide as a starting point, to look at the home page, get a feel for the useful resources for their area then work their way through the tabs and get access to all the different resources as well, whether it is a journal, journal articles, books in the library or special collections. The guides bring things together all in one place, making it really easy for them to find what they need.’ The guides are very popular with students and Chloe says that they have received ‘a huge number of hits’ since they began two years ago, but there are probably still some people on campus that don’t know about this wonderful resource. So why not have a look at the Subject Guide for your discipline? Then you can remind students about it when you give them research tasks. Chloe and her colleagues would also love to hear from tutors and work with them to make the contents as relevant as possible, so if you have any suggestions, or queries, please get in touch with the Library Learning and Teaching Support team.
Web Links and Contacts Subject Guides: http://guides.lib.sussex.ac.uk/cat.php?cid=15006 Library Learning and Teaching Support: www.sussex.ac.uk/library/informationfor/teaching.php Library Special Collections: http://specialcollections.lib.sussex.ac.uk/CalmView/ Contact the library by email or instant messaging: www.sussex.ac.uk/library/contact/ 6
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Tell the world about it! Media skills training for researchers It is no longer enough to know a great deal about your research topic, increasingly researchers need to be able to communicate with the general public as well as specialist audiences at conferences. That is where the Media Skills Training workshop organised by the Teaching and Learning Development Unit as part of the programme of Doctoral School Researcher Development Events can help.
This will be the fifth time that this workshop has been run at Sussex and feedback has been very positive (see boxes). The day will be really useful for researchers who have some experience of presenting their work but who want to learn how to get the media interested in their research, or present their work to non-academic audi‘I now feel much more ences. confident thinking about
Two ex-BBC journalists with media issues’ Participants will be 35 years’ BBC helped to develop experience transferable skills for between them presentations, business collaborations and conferences, as will be facilitatwell as media work. The workshop is interactive throughout ing the next and culminates in an on-camera interview which is tailored one-day workto each participant’s research area. shop on Friday 24th June (9.15am to 5.15pm). The aim is to demystify the media, and help participants to learn what So if you are a researcher or know the media want, how to identify and present ‘media-friendly’ elements in ‘If you are offered the chance to someone who is, this could be a great opportunity for you or them to research, how to formulate key mes- attend this programme then develop some important media sages and deal with difficult quesdon’t procrastinate. Go for it!’ skills. tions in interviews.
‘I liked the way the trainers researched everyone’s topic in order to develop realistic media scenarios. That was great’
Web Links and Contact Details and booking: www.sussex.ac.uk/doctoralschool/internal/researcherdev/events/index Professional Development for Researchers: www.sussex.ac.uk/doctoralschool/internal/researcherdev Doctoral School: www.sussex.ac.uk/doctoralschool/internal Doctoral Development pages from TLDU: www.sussex.ac.uk/tldu/doctoral Queries: TLDU-Researcher@sussex.ac.uk
Teaching tips: dealing with a dominant student. It is good to have students who are eager to contribute to seminar discussions, but sometimes one or two individuals can begin to dominate a class and quieter members of the group don’t get the chance to participate. There are a few approaches that might help in this situation: Small group work: By dividing students into small groups you are giving more people the opportunity to speak. It is a good idea to change the groups regularly so that different students get to work with the dominant student. Or if there are 2 or 3 vocal class members you might want to put them in a group together and leave quieter students to work together. Asking each group to report back on their work will also get more students speaking. Nominated speakers: You can avoid one student dominating by directing a question at an individual, student, but this can be quite stressful for the student who may not have an answer ready or be nervous about speaking up. One way around this is to ask the question – or write it up – and give everyone 2 minutes thinking time before choosing 2 or 3 students to give their answers.
Follow-up questions: When the dominant student gives a quick answer, ask the rest of the group if they agree, have anything to add, or can think of any other examples. This will encourage others to speak and help students to understand that there are often a range of appropriate answers to a question. Allocating roles: If you set up a more formal discussion scenario, such as a debate, you can allocate specific roles to individual students and thereby manage contributions. For example, quieter students can be given the task of summarizing the arguments on each side and the dominant student can be given the role of chair or time-keeper. In lectures it is common for the same few students to be the ones to answer questions. Giving students ‘thinking time’ before answering can help, but increasingly lecturers are using a Personal Response System (‘clickers’) to get everyone in the audience to answer a multiple-choice question. This gives everyone a safe way to contribute and also tells the lecturer how well the class is following the lecture.
Web Links Personal Response System ‘clickers’: www.sussex.ac.uk/elearning/prs Tips on balancing participation: www.delicious.com/tlduteam/participation 7
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Teaching and Learning Development Events Summer 2011 The TLDU organises Teaching and Learning Development Events for staff with a teaching role. There are short sessions of 1-2 hours right up to whole day workshops and days and times are varied to allow as many colleagues as possible to participate. Events cover a wide range of topics related to teaching, learning, assessment, supervision and innovation. The Summer term events are listed here and session outlines and online booking are available on the TLDU website. All events are free. Colleagues from partner institutions can book by e-mail. Examining a doctoral thesis and conducting a viva, Wednesday 4th May, 12.00-14.00 Turnitin - originality checking software, Wednesday 4th May, 14.30-15.30 UK Education for new international staff, Thursday 5th May, 14.00-16.00 Understanding dyslexia, Tuesday 10th May, 10.00-12.00 Giving Effective Feedback, Wednesday 11th May, 10.00-12.00 Using Clickers, Thursday 12th May, 10.00-11.00 Internationalising the curriculum, Wednesday 18th May, 10.00-12.00 There’s more to Learning than Google, Wednesday 18th May, 14.15-16.00 Designing Assessment, Thursday 19th May, 14.00-16.00 Student Learning: some concepts and approaches, Wednesday 25th May, 14.00-16.00 Preparing a Teaching Portfolio, Thursday 2nd June, 11.00-12.30 Peer observation of Teaching, Tuesday 7th June, 10.30-12.00 Course Design and Approval, Wednesday 8th June, 10.00-12.00 Learning in Large Groups, Wednesday 8th June, 14.00-16.00 Academic Advising, Wednesday 15th June, 10.00-12.00 Effective Lecturing, Tuesday 21st June, 10.00-13.00 Enquiry Based Learning, Wednesday 22nd June, 12.00-14.00 Using group work with international students, Thursday 23rd June, 12.00-16.00 Technology Hands-on Drop-in, Tuesday 5th July, 14.00-15.30 Web Link and Contact TLD Events 2010-11: www.sussex.ac.uk/tldu/events/tldevents E-mail: tldu@sussex.ac.uk
RUSTLE is produced by the Teaching and Learning Development Unit (TLDU) and is online at www.sussex.ac.uk/tldu/resources/rustle If you wish to comment or contribute please e-mail tldu@sussex.ac.uk
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