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Helping students to overcome their 'fear' of research
Helping students to see how research methods is relevant in their field and every day life
Using photovoice to help students understand qualitative research
Engaging students in the teaching and learning process.

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Teaching large groups vs small groups-What works?

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Teaching large groups vs small groups-What works?

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Supervising students with limited understanding of research

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Supervising students with limited understanding of research

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The challenges of supervising students who are still struggling to grasp research methods - how do you practically support these students to successfully complete their independent project?

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Enhancing the use of virtual learning environments in non-clinical health and social care contexts- FI

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Enhancing the use of virtual learning environments in non-clinical health and social care contexts- FI

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The premise of this chapter is to reflect on the use of the capabilities and opportunities presented by virtual learning environments to support students learning, critical thinking and creative capabilities. The advances in online teaching strategies facilitated by the pandemic presented a number of opportunities to use digital platforms in a variety of ways to support students. The benefits as well as disadvantages of these opportunities as well as lessons that may be learned from virtual learning environments represents an interesting melting point to reflect on what lessons we continue to learn from these environments,

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Will look at what makes sense for group supervision and standardising supervision suggestions across cohorts. What kind of students benefit from this

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Using creative methods of assessments -JA

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Using creative methods of assessments -JA

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This will focus on how assessments can be designed more creatively to test a range of learning outcomes

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Teaching statistics -A modern day dilemma 

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Teaching statistics -A modern day dilemma 

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I want to reflect here on teaching statistics to students

link this to diversity...students lacking quantitative skills etc....

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Group vs Individual supervision: What is the preference? of final year health and social care students- NA

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Group vs Individual supervision: What is the preference? of final year health and social care students- NA

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Themes?

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How do structural factors impact teaching and learning?

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How do structural factors impact teaching and learning?

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How do we synthesis policy and practice...
Policies, theories etc on inclusion....but how does the university environment or structure enable staff to include/facilitate inclusive teaching
The realities and practicalities of actually delivering inclusive teaching
The nuclear and wider context of inclusive teaching
Accessibility, the rooms, the materials available, social learning spaces, technology etc...disconnect between policies and what happens in the classroom -

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University rankings and their influence on curriculum and teaching

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University rankings and their influence on curriculum and teaching

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What benefits do field trips bring to belonging?

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What benefits do field trips bring to belonging?

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I though we could reflect on trips like the Turing scheme here

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Are we ready for international students?

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Are we ready for international students?

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Do you mean BUS?

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Theoretical, empirical and experiential assessments - PS

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Theoretical, empirical and experiential assessments - PS

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Differentiating between different types and modes of assessment and learners

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Benchmarking a degree to professional recognition and accreditation 

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Benchmarking a degree to professional recognition and accreditation 

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Should a curriculum aim for professional recognition and accreditation? What is the value of this and how can academics increasingly make non-clinical HSC course have a professional basis

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Developing partnerships – encouraging ownership and a co-creative model of delivery 

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Developing partnerships – encouraging ownership and a co-creative model of delivery 

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Aim: Helping students to understand their own spirituality; How to recognise, respect and support the spirituality of those under their care? Safeguarding issues around spirituality and mindfulness? Spiritual care provision in HSC, with a focus on people with IDD.

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Case study: curriculum design and development

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Case study: curriculum design and development

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Involving stakeholders in developing HSC curriculums- This will be a summary of the findings from the research project with local employers within the Bedfordshire community, health and social care students and staff as well as the Careers and employability staff in assessing how effective the curriculum is in realising good graduate outcomes from an undergraduate programme. FI, PS, JW & NA

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Evolving health and social care capabilities for diverse student cohorts on non accredited courses -Mark

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Evolving health and social care capabilities for diverse student cohorts on non accredited courses -Mark

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This chapter will explore how culturally inclusive discourse and intersectional learning spaces, shaped on the lived and diverse experiences of students, can be connected to the core behaviours, attributes and characteristics of health and social care leadership roles.

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Coproducing a learning frame from a global developmental perspective -Mark 

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Coproducing a learning frame from a global developmental perspective -Mark 

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This chapter will focus on an evaluation of the impact of Widening Participation on the role of academics and student outcomes.

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How are we teaching to prepare students for graduate roles

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How are we teaching to prepare students for graduate roles

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A reflection on preparing students for the NHS graduate management scheme

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How has the WP agenda impacted the degree attainment gap between White and BME students. It has achieved the aim of increasing the percentage of BME and marginalized students, but there seems to be no tangible improvement in terms of degree awards/classification, drop- out rate etc.

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How has the imposition of  the WP agenda contributed to the evolution of the role of the lecturer. Does it set students up to fail?

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Here we can reflect on formative tasks

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Mapping postgraduate learning content with external benchmarks

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Mapping postgraduate learning content with external benchmarks

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Negotiating personal and professional aims with Key Performance Indicators (KPIs) in health and social care

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Negotiating personal and professional aims with Key Performance Indicators (KPIs) in health and social care

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What does the KPI mean?  in relation to what? is this chapter going to talk about the process of creating the Masters and negotiating your aims, adjusting to university policies etc? This is what we are assuming this chapter is about but please do clarify? challenges and limitations re needing to meet the KPI? is this what you mean? Some clarity needed.

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Senior leadership: cultivating emotional and compassionate relationships in a dynamic ecosystem 

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Senior leadership: cultivating emotional and compassionate relationships in a dynamic ecosystem 

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Accommodating how support services inform teaching design

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Accommodating how support services inform teaching design

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The role of study-hub, LTSA , PATs, computer room, social learning spaces

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Encouraging progression from UG pathways to PG pathways 

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Encouraging progression from UG pathways to PG pathways 

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Inclusion and strategic design for a diverse workforce

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Inclusion and strategic design for a diverse workforce

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Building personal and professional resilience in postgraduate roles 

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Building personal and professional resilience in postgraduate roles 

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Joy - consider changing entry to 'students with undiagnosed conditions' that impact learning. 

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Joy - consider changing entry to 'students with undiagnosed conditions' that impact learning. 

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Transitions and transformative learning - how we adapt and encourage students to adapt to different learning needs of students from different cultures?

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Transitions and transformative learning - how we adapt and encourage students to adapt to different learning needs of students from different cultures?

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students from different cultures for example rely on lecturers to tell them what to do but when they are here it is a different way of learning, more independent, often students are disadvantaged due to these cultural differences as such ways of helping students and lecturers transition to new ways of learning.

Adaptations and transitions related to pronouns and accommodating our students....gender and sexuality

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Bringing in global perspectives in teaching

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Bringing in global perspectives in teaching

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This chapter discusses the embedding of global perspectives in Health and Social Care teaching - how global perspectives were introduced to the curriculum and how it transformed student learning experience. The introduction of units exploring health and social care from global perspectives reflected students' desire to learn about global trends in health and social care policy and practice and as well as staff teaching and research interests. Units looking at key health and social care topics from a comparative and/or global perspectives have been welcomed and well received by diverse student population at the university. This approach can bring meaningful changes (as well as challenges) to their vision and values, and promote deeper understanding of salient health and social care issues.

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'Neurodiversity' in higher education: Challenges and opportunities. Joy

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'Neurodiversity' in higher education: Challenges and opportunities. Joy

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This is about focusing on the way different students make sense of their learning and patterns of learning that get lost. Reflecting on the belong@beds strategy of lumping categories but some students do not think in such groups. For example ethnic minorities, black women, etc remain undiagnosed some issues until later in life and may have complex learning patterns not recognised . We may miss these intersections under headings like ethnicity, disability. The ideas in this chapter is that the need to think of how we recognise how we accommodate difference

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Social scientific perspective - applied social science...

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Social scientific perspective - applied social science...

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Reflecting on the use of quant and qual rubric and implication for students and staff

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Reflecting on the use of quant and qual rubric and implication for students and staff

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Sue and Precious?

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We live in a globalised world...
Bringing in films from Romania and other European and African countries. Struggles accessing materials and making them available to students...
Disability in Africa etc....bringing knowledge from international authors...

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Safe spaces for students - The Tree house, the mosque, the church...

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Safe spaces for students - The Tree house, the mosque, the church...

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referring students?
Providing safe spaces for students to practice their religion
Mindfulness/meditaiton

What does wellbeing mean... evaluate how some definitions seem to leave out aspects such as religion and spirituality that do contribute to wellbeing.... a tendency to prioritise scientific...?
research on spirituality/religion and its important role for individuals.

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Reflections from us all, collaboratively and/or individually

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Reflections from us all, collaboratively and/or individually