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Welcome from HEA

Welcome from HEA. Julie Hulme, Discipline Lead for Psychology Helene Ansell, Academic Associate. Welcome to the workshop!. HEA and Psychology. Enhancing learning and teaching in UK higher education: Funding; Reward and recognition; Events and conferences; Support for departments;

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Welcome from HEA

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  1. Welcome from HEA • Julie Hulme, Discipline Lead for Psychology • Helene Ansell, Academic Associate

  2. Welcome to the workshop!

  3. HEA and Psychology Enhancing learning and teaching in UK higher education: Funding; Reward and recognition; Events and conferences; Support for departments; Resources. Tackling transition project in STEM (and Curriculum for Excellence).

  4. Tackling transition in Psychology • Getting to know each other: • On your tables – check that you have a mix of school/college teachers, university lecturers and students; • Find out each others’ names; • What are you hoping to get out of this event?

  5. Tackling transition in Psychology Student retention and success. A series of events across the UK focusing on specific issues faced by Psychology students making the transition from pre-university to Psychology degrees at university. We aim to start a solutions-focused conversation between both parts of the education system to ease transitions. This evening will facilitate the beginnings of those conversations and stimulate thinking from a student-centred perspective.

  6. Task 1: The issues We all know what the issues are – and they are outlined on your briefing notes. Spend 5 minutes on your table checking that all the issues that you face have been identified. If any of your concerns are missing, write them on a post-it note and stick them to the gallery wall.

  7. Task 2: compare and contrast • In your table groups, consider the following questions with relation to content, teaching methods and assessment? • What similarities can you identify when thinking about your experiences of Psychology in school/college vs university? • What are the main differences? • What are the key pressures on students? • What are the key pressures on staff? • Take notes and be prepared to feedback to the larger group.

  8. Task 2: Identifying ways of working We shift our focus to finding solutions. The cards on your table will help you to think about some possible ways of working, and you can think of your own – does each approach benefit the student, the university tutors or the school/college teachers?

  9. Task 3: Pledges Having recognised the problems and identified some possible ways of working, identify any possible partners you might be able to collaborate with in the future. Action plan – what will you do in a specified time period to help tackle transition for students in your institution? Who will help you? How? Think about practical and institutional requirements. Note your action plan on a postcard, address it to yourself and display it on the gallery wall.

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