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Oxford Brookes Student partnerships audit 18 th Nov 2011

What, Who, Where, When, Why? (roles/locality/sustainability) Enablers/Limiters? (stakeholders/rules/procedures). Oxford Brookes Student partnerships audit 18 th Nov 2011. Peer assisted learning (not directly accredited) Work related learning (accredited ) Internal placements (informal)

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Oxford Brookes Student partnerships audit 18 th Nov 2011

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  1. What, Who, Where, When, Why? (roles/locality/sustainability) • Enablers/Limiters? (stakeholders/rules/procedures) Oxford BrookesStudent partnerships audit18th Nov 2011

  2. Peer assisted learning (not directly accredited) • Work related learning (accredited) • Internal placements (informal) • Module assistants/mentors • ITS help desk role • SU/committee reps/co-ordinators • PG research/internshipsmini projects/eL services • UG research/prof practice projects/conferences • Study visits • Volunteering • CPD/outcomes • Commercial ventures/enterprise What

  3. Students • Undergrads • Postgrads • Alumni? • Staff • Academic staff • Support staff • Curriculum/careers focused vs. Independent/informal • Discipline based vs. Generic • F/T v P/T Small  Medium  Large 3–13 15 -55 per semester 500 per year 100s? AWRLs 1000s? Who (how many)

  4. Institution wide • Faculty/dept. • Support services • CETL • Careers/Employment Centre • Student Union • Societies (e.g. Brookes entrepreneurs, Baccus?) • Prof bodies/learned societies Where

  5. Pilot year  over 6 years • (over 10 years or only “God knows!”) • Active  funding/ownership dependent • Proposed  Planned  ??? When

  6. No formal objectives • Paid services • Pedagogic benefits • CV - skills/experience/publications • Assessment/feedback/mentoring • Student-staff relationship/extended time • Implicit  Explicit measurable outcomes Why

  7. Audit baselining To describe the ‘state of play’ at Brookes in respect of the intended outcomes of student partnerships for digital literacy development, practice & support To provide a starting point against which progresscan be evaluated, but also to kick off stakeholder engagement, developing shared understandings, benchmarks & processes to inform/justify future institutional initiatives To make the process useful to stakeholders, generating interest/ excitement around baseline questions, and seeing the big picture.

  8. Draft models for InStePPePioneer roles

  9. Draft models for InStePPePioneer roles Engstrom’s activity system?

  10. These might all be relevant: Digital competence frameworks Professional frameworks Graduate attributes and outcomes Skills audit and assessment tools

  11. What questions should we be asking in each of these areas? • What kind of answers do we expect, or are beginning to find? • What our baseline report will look like (format, medium, audiences) Baselining digital literacies

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