guidance a course 2 student support 1 technician, 1 Research team and A teaching team with Group officers technology enhanced course leader support from a QESS membership learning assistant and staff member 1 academic To further support Students needed to Improve the teaching To provide students Need students in their develop their ability capability of a group with more direction one-to-one to use laboratory of researchers to their learning meetings. equipment. involved in outside of supervision of contact time. student projects. Student Support The academic realised Capacity to support Capability of the Main context Officers being able students required student projects. teaching team to to select their own further training and implement more approach to experience with active blended developing coaching laboratory learning in all skills. equipment. modules on a course. The student The group met to The course leader The teaching team What did the support officers determine the for the MSc, who identified a module group do? researched needs of the was also a research for each staff coaching students and how team member, set member to target. approaches and best to meet those up regular meetings The QESS staff techniques needs. throughout the member came to a As a pair they Instructional videos academic year. team meeting and trialled and were produced so Team members discussed some of coaching students could shared experiences the ways in which conversations. remind themselves and reflected on the module leaders The pair met of the techniques their interactions could incorporate regularly to and procedures to with students. changes discuss progress follow with Other Module leaders and reflect on equipment. colleagues then made changes experiences. contributed to with support from occasional meetings QESS staff to offer support and guidance Outcomes were Video resources were A reflective report Presentation at the Dissemination discussed at Student shared with the wider was compiled by the faculty LTA Support team teams for use with team and shared with conference. meetings. students. other supervisors.
guidance a course Group membership 2 student support officers 1 technician, 1 technology enhanced learning assistant and 1 academic Research team and course leader A teaching team with support from a QESS staff member Need To further support students in their one-to-one meetings. Students needed to develop their ability to use laboratory equipment. Improve the teaching capability of a group of researchers involved in supervision of student projects. To provide students with more direction to their learning outside of contact time. Main context Student Support Officers being able to select their own approach to developing coaching skills. The academic realised students required further training and experience with laboratory equipment. Capacity to support student projects. Capability of the teaching team to implement more active blended learning in all modules on a course. What did the group do? The student support officers researched coaching approaches and techniques As a pair they trialled and coaching conversations. The pair met regularly to discuss progress and reflect on experiences. The group met to determine the needs of the students and how best to meet those needs. Instructional videos were produced so students could remind themselves of the techniques and procedures to follow with equipment. The course leader for the MSc, who was also a research team member, set up regular meetings throughout the academic year. Team members shared experiences and reflected on their interactions with students. Other colleagues contributed to occasional meetings to offer support and guidance The teaching team identified a module for each staff member to target. The QESS staff member came to a team meeting and discussed some of the ways in which the module leaders could incorporate changes Module leaders then made changes with support from QESS staff Dissemination Outcomes were discussed at Student Support team meetings. Video resources were shared with the wider teams for use with students. A reflective report was compiled by the team and shared with other supervisors. Presentation at the faculty LTA conference.
PRE-Handbook-2014-15-updated-May-2017.docx