In today's episode David talks about how his Business Projects (alternative to the dissertation) form a proxy for students unable to take a placement and increase employability through industry relevant experience.

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Do students really understand what we mean when we produce our extensive and helpful assessment briefs? What about those lovely rubric or grading criteria? Do they know how their work will be judged and how to judge their own? All this and more is covered in today's episode.

For more details:

Jones, H. Mansi, G.  H. Orpin, H. Monsey, H. Molesworth, C. (2023) Transitions into Higher Education, Critical Publishing

Mansi, G. (2021) Bridging the gap between the marker’s tacit knowledge and student understanding of assessment and feedback, Compass: journal of learning and teaching, vol 14 (2), pp 1-8.

QAA, 2022: Making the language of assessment inclusive’, Making the language of assessment inclusive: New QAA

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This is the narration for a digital presentation I am doing for the Chartered Association of Business Schools Learning & Teaching Conference. If you'd like a copy of the slides, please contact me on [email protected] (I am also happy to present this session live)

Today I talk to Anthony Manning and Silvia Colaiacomo about their new Introductory Handbook on Internationalisation at Home. They discuss a variety of ways in which international students can help create a more diverse experience for all students across a University cohort.

Along with their colleague Emma Marku they have produced the following resources, which is free to download and has already been accessed by Universities from over 60 countries and which will be explore further in an up-coming conference:

Manning, A. and Marku, E. et al (2024) Internationalisation at Home: An Introductory Handbook, UUKi

https://www.tandfonline.com/doi/full/10.1080/14675986.2022.2144623

Manning, A. and Colaiacomo, S. (2021) Innovations in Internationalisation at Home: - Cambridge Scholars. 
https://www.cambridgescholars.com/product/978-1-5275-6656-9

https://thepienews.com/analysis/internationalising-at-home/

https://thepienews.com/news/uuki-releases-intlisation-home-handbook/

Dan and I discuss his work on the PGCert in Empowering Education covering memory exercises, team work, jigsaw learning, peer learning and teaching, the 4 Ps of questioning and professional conversations.

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Neil, Vikki and Liz talk me though the research they've been doing on compassion in teaching and introduce the idea of compassionate assessment.

If you'd like to find out more or to join the Compassionate Assessment Network https://www.qaa.ac.uk//en/membership/collaborative-enhancement-projects/assessment/compassionate-assessment-in-higher-education

For more information about the research

Bunting, L, Hill, V., Ingham, M. & Vicente Richards, A. (2023, forthcoming) Sent with love: Love letters as a way of thinking about relational pedagogies of assessment. In Critical Posthumanism and Education: Key Debates, Theoretical Perspectives and Pedagogies, Routledge.

Hill, V. (2023) Enacting compassion during the pandemic: academic staff experiences of a No Detriment Policy on pass/fail assessment in Carrigan, M., Moscovitz, H., Martini, M. & Robertson, S. (eds) Building the Post-Pandemic University: Imaging, Contesting and Materializing Higher Education Futures. Edward Elgar Publishing Ltd.

Hill, V., Bunting, L., Currant, N., Salines, E., Broadhead, S., da Costa, L. & Mantho, R. (2023) Belonging through Assessment Pipelines of Compassion. University of the Arts London, Online. ISBN 978-1-90690882-9

QAA Collaborative Enhancement Project Page: Belonging through Assessment: Pipelines of Compassion. https://www.qaa.ac.uk/membership/collenhancement - projects/assessment/belonging-through-assessment-pipelines-of-compassion

Bunting, L. & Hill, V. (2021) Relational Reflections: How do we nurture belonging in creative Higher Education? Innovative Practice in Higher Education. pp.139-165 ISSN 2044-3315

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Kate and I talk about the work she has done over many years working with students as so-creators and co-researchers.

If you'd like to read more check out her articles:

Strudwick, K., Jameson, J., Gordon, J., Brookfield, K., McKane, C., and Pengelly, G. (2017) Understanding

Jameson, J., Jones, M., and Strudwick, K. (2012) Browne, employability and the rhetoric of choice: student

Jameson, J., Strudwick, K., Bond-Taylor, S., and

Strudwick, K., and Jameson, J. (2010) Employability skills in social sciences: parent and students’ expectations.Project Report. Centre for Sociology,

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Alex and I discuss his approach to teaching that involves helping students to understand how schemas can be applied to learning based on the work of Sandra Marshall.

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Kathleen talks me through work she is doing for a Post Graduate course with Parallel Lives in creating briefs based on local and international organisations dealing with health and social issues.

The work of Parallel Lives can be found here https://www.theparallellives.net/

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As a precursor to World Autism Acceptance Week (2-8th April) Hannah shares with me her personal experience of what it is like to be autistic gives some ideas for how to use that awareness in teaching.

Hannah referenced the work of Nick Walker https://neuroqueer.com/neurodiversity-terms-and-definitions/ whose writing is a key starting point for anyone wanting to know more. 

Hannah Breslin is an Autistic academic who speaks and writes about the pedagogy of employability, leadership, Autistic experiences and the intersections across all three. She

Hannah's happy to discuss all things neurodiversity-related, you can find her on linkedin.com/in/hannah-breslin/ and medium.com/@hannah.breslin

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