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What I am particularly interested in is not so much the Mness issue (although this is part of the story) but do we (should we?) actually behave differently in classrooms, virtual spaces etc at Masters level i.e. the whole issue about how we teach and assess these students. Best wishes Sally ------------------------------------------------------------------- Prof Sally Brown Pro-Vice-Chancellor Professor of Higher Education Diversity in Learning and Teaching, Room G03, Old School Board Calverley St, Leeds LS1 3ED Phone: Leeds Metropolitan University 0113 81 26765 ------------------------------------------------------------------ -----Original Message----- From: Online forum for SEDA, the Staff & Educational Development Association [mailto:[log in to unmask]] On Behalf Of Charles Bland Tomkinson Sent: 28 June 2007 21:52 To: [log in to unmask] Subject: Re: How is teachijng at Masters level different from teaching at Undergraduate level? Dear Rakesh/Sally Is the difference between u/g and p/g greater than that between, say, first year and second year? Are there differences between p/g courses that are populated largely by those going straight on from u/g study and those that largely feature later returners? SDometimes we think of the differences in terms of the motivation and application of the students, but are these differences real, or is the difference in our 'mind set'? We often talk about 'M' level and the difference that it makes, but do we all have the same conception? I seem to have asked more questions rather than offered answers, but I hope that it helps the debate! regards Bland -- Bland Tomkinson University Adviser on Pedagogic Development PO Box 88 Manchester M60 1 QD Telephone (0)161 306 3531 Fax (0)161 306 4863 http://www.manchester.ac.uk/pdo/meet/bland Any views expressed in this email are personal to me and not necessarily those of the university. To view the terms under which this email is distributed, please go to http://disclaimer.leedsmet.ac.uk/email.htm