 |
 |
I too inherited such a course, it was not a good experience. Is there a possibility of using it to illuminate disciplinary issues by looking at different practices, I am thinking of the kind of interprofessional learning that we aspire to in healthcare education, as well as getting students to come up with their own examples within a single discipline. However, interprofessional learning is argued to depend on a thorough knowledge of one's own professional area, so more difficult to do at the beginning of a course. Regards Janette On 11/07/2011 11:43, Colin Bryson wrote: > Hi Rebecca > I inherited such a module when I took over Combined Honours here and it had been taught generically as the students were doing diverse combinations of 28 different subjects. So I naively followed that model. Now there were a number of factors which militated against successful engagement here (e.g. lecture format which I could not change in time) but a big problem was the sense that the students had of a lack of connection and authenticity with the subjects they were studying in their 'academic' modules. Indeed because of a timetable clash I had to run separate workshops for the students taking management and/or economics and I was able to theme these sessions with that subject and they engaged much more. > So I think I am saying you need to try to connect to their subjects - Or more practical, to enable them to do that.... > all best > Colin Bryson > Director of the Combined Honours Centre > Level G Daysh Building > Newcastle University > > http://raise-network.ning.com/ > > 0191 222 6389 > ________________________________________ > From: learning development in higher education network [[log in to unmask]] On Behalf Of Rebecca Bennett-Wilding [[log in to unmask]] > Sent: 11 July 2011 11:06 > To: [log in to unmask] > Subject: Study Skills Module - To Teach in Isolation? > > Hi all > > Next year I will be running an accredited study skills module and I’m in the process of throwing a few ideas around as to the best approach for delivery. > > This is a stand alone module where the students are pursuing a number of different courses (they are enrolling on this as an additional module) so therefore it might be difficult for me to embed the skills into one course. > > It has been suggested that I teach the module through my own area of interest but this might be off putting to some students who might for example, have no interest in Art History whatsoever! > > So, I’m wondering if I should teach the module in isolation (like I have done for generic one off sessions to courses) or try and have a subject theme throughout the course. > > Any thoughts would be much appreciated! > > Thanks > Rebecca > > > > Rebecca Bennett-Wilding (AMBDA FE/HE) > Study Advice Tutor/Tiwtor Cyngor Astudio > 01633 432657 > Study Advice / Cyngor Astudio > > University of Wales, Newport / Prifysgol Cymru, Casnewydd > Caerleon Campus / Campws Caerllion > Lodge Road / Heol y Porthdy > Newport / Casnewydd > NP18 3QT -- I work Mon-Thur at St George's Dr Janette Myers Senior Lecturer in Student Learning and Support, Division of Population Health Sciences and Education, Section for Medical and Healthcare Education, 6th floor Hunter Wing, St George's, University of London Cranmer Terrace London SW17 0RE 020 8725 0616