ADEPT Summer School Timetable
Timing
9.30 – 10.30
(Seminar
Room FB
3.11)
10.30 – 11.30
(Seminar
Room FB
3.11)
11.30 – 12.30
12.30 – 1.30
1.30 – 2.30
(Seminar
Room FB
3.11)
2.30 – 3.30
Monday
Activity
Registration Welcome
Tuesday
Activity
University Simulation
Wednesday
Activity
Curriculum
Graduate Attributes
Thursday
Activity
Train your Voice for
Teaching
(in David Sizer lecture
theatre)
Friday
Activity
Group
Presentation
Group
Presentation
Module Introduction
Evaluation
Group
Presentation
1.30-4.00
Cultural Differences
Assessment and Feedback
LUNCH
Students as partners
3.30 – 4.30
4.00-5.00 Reception
Assignment Preparation
Assignment Preparation
5.00 – 6.00
(David Sizer
lecture
theatre)
Medieval Universities:
Privileged, Distinctive and
Embedded
Formal and Hidden
Curricula for Global
Students
The growth and impacts of
transnational higher education
Distance Learning Theme
(in e-learning studio)
Group
Presentation
Group
Presentation
Group
Presentation
TBC
Final Comments
Summary
ADEPT Summer School Dinner
1
Contents
Monday ...................................................................................................................................................................................................................................................................... 3
Evaluation – Where are we? .................................................................................................................................................................................................................................. 3
Cultural Differences in teaching and learning in HE .............................................................................................................................................................................................. 3
Medieval Universities: Privileged, Distinctive and Embedded .............................................................................................................................................................................. 4
Tuesday ...................................................................................................................................................................................................................................................................... 6
University Simulation ............................................................................................................................................................................................................................................. 6
Assessment and Feedback ..................................................................................................................................................................................................................................... 6
Formal and Hidden Curricula for Global Students ................................................................................................................................................................................................. 7
Wednesday ................................................................................................................................................................................................................................................................ 8
Curriculum/Graduate Attributes............................................................................................................................................................................................................................ 8
Students as partners .............................................................................................................................................................................................................................................. 8
The growth and impacts of transnational higher education ................................................................................................................................................................................. 8
Thursday..................................................................................................................................................................................................................................................................... 9
Train your voice for teaching ................................................................................................................................................................................................................................. 9
Distance Learning Theme....................................................................................................................................................................................................................................... 9
2
Monday
Evaluation – Where are we?
Facilitator – David Andrew
Evaluation is an integral part of education. Based systematic recording and analysing feedback information it allows to assess the quality and value of the
educational processes and their outcomes on both lecturers and learners. Results of the evaluation process should become the basis for decisions regarding
any potential improvements of the quality of the teaching methods and techniques as well as any adjustments to the program itself. Before proceeding with
the evaluation, one should clearly identify its purpose and agree how it will be carried out. Teachers should not only evaluate the entire program of the delivery
but also provide learners with options to provide feedback on the individual units/sessions. This session will give you an opportunity to discuss a variety of
approaches and techniques appropriate to different levels of evaluations. As a part of this session, you will be given an opportunity to reflect on your goals and
expectations for this event and discuss with senior tutors how you could evaluate your progress towards the end of the week
Cultural Differences in teaching and learning in HE
Facilitator – David Andrew
Our societies become more and more diversify and therefore lecturers can predict that their learners’ cohort will come from different cultures. Often, when
we talk about multiculturalism in the classroom, such discussions tend to focus on the culture and background of students. Indisputably this has a great impact
not only teacher-student and student-student interactions but also on students’ expectations towards their HE experience. However, it is easy to forget that
the teacher is also a culturally shaped: his/her culture has conditioned his/her perceptions and behaviours that are consciously or unconsciously "brought" to
3
classes in terms of his/her expressions, reactions and expectation. Therefore, such cultural diversity requires lecturers to frequently amend their entire teaching
and learning approach not only in terms of the learning environment, teaching strategies and methods and management of students’ behaviours but also in
terms of teacher expectations of students and a perception his/her own role. Taking under consideration those two sides of cultural biases, this session will
address a variety of cultural differences and offer a strategic ways of approaching multi-cultural classrooms
Medieval Universities: Privileged, Distinctive and Embedded
Speaker – Professor Miri Rubin
This lecture will introduce medieval universities from their beginnings in England, France and Italy and on to the Renaissance when Europe has produced
some seventy such institutions of higher education.
The lecture will also address – and the discussion to follow, enhance – questions of still current interest:

How is learning to be turned into a job and career?

How are poor students to be supported?

How are youthful students best transformed into serious scholars?

Who should support higher education?

What is the appropriate balance between abstract learning - interesting and even virtuous per se - and study oriented towards jobs in church and
state?

What are the criteria for academic freedom?
4

What is the pedagogic value of memory and memorizing

How does university experience set up networks ‘for life’

Are universities necessarily the antithesis to ‘life-long-learning’

Can universities combine ‘apprenticeship’ with ex cathedra teaching?

Can any European model ever be without considerable regional variation?
The lecture will introduce medieval sources in translation as well as images for illustration, and in facilitation of the discussion to follow.
5
Tuesday
University Simulation
Facilitator – David Andrew
This simulation will be based on the lecture given by Miri Rubin. Using the comparison of the Paris and Bologna universities the participants will work in teams representing
students, lecturers, townspeople and the Church to prepare statements to the Duke of a mythical medieval city state somewhere in Europe. The Duke has heard that it is
very fashionable, and beneficial to have a University and has asked for recommendations from various parties about the formation of the University and seeks views on a
number of key aspects of a University
Assessment and Feedback
Facilitators – Dr Matthew Williamson & Stella Ekebuisi
Assessment and feedback to students are two of the most important mechanisms for supporting student learning, as well as being the lowest scoring areas nationally in the
National Student Survey. This workshop will consider how assessment can be used to drive learning, and how feedback to students can enable both staff and students to
monitor and plan progress.
The workshop will look at:

Theories about student assessment and feedback in higher education

Policy and practice in assessment and feedback in higher education
6
Formal and Hidden Curricula for Global Students
Speaker – Dr David Killick
The framing of the internationalisation of higher education is complex, and often seems to encompass directly conflicting agendas. This talk explores what our students may
gain from a particular approach to the internationalisation of the curriculum (IOC). Because I believe a university education is about enabling our students to make their
way, professionally and personally, in a globalising world, I propose IOC to be a process relevant to all students in all disciplines. IOC, I suggest, should be a process to
enhance learning, to create greater academic equity, and to build the capabilities which all our students will need to lead lives they have reason to value (Sen, 1993, 1999)
in the fluid world(s) which await them. A significant dimension to these capabilities is a capacity for conversation with diverse others. How can our formal and our hidden
curricula be interrogated, shaped and delivered in ways which will give all our students the confidence and the competence to step outside their communities of similitude
and experience and identify themselves as individuals who can, who have, and who will continue to be people who engage with Others?
Sen, A. (1993). Capability and well- being. In M. Nussbaum & A. Sen (Eds.), The Quality of Life (pp. 30-53). Oxford: Clarendon Press.
Sen, A. (1999). Development as Freedom. Oxford: Oxford University Press.
7
Wednesday
Curriculum/Graduate Attributes
Facilitators – Dr Caroline Walker & Dr Stephanie Fuller
TBC
Students as partners
Facilitators – Student Union QMUL
The Union will focus the workshop on how students can be seen as partners and how universities can achieve more through student engagement. The Union facilitates
multiple avenues for student engagement at QMUL, such as the course representative system and elected student councillors who work with senior university staff. These
systems are under constant review ensuring that the Union is able to best support students to have their voice heard and contribute to the development of the educational
experience. In 2014 the Union also initiated a project called QResearchers which focuses on providing greater access for undergraduates to get involved in research
alongside their study. This initiative is a key area that the Union believes students want to have greater levels of engagement and have proved to be of great success in its
pilot year. It would be interesting to see how the academics attending the summer programme liaise directly with students and coordinate with them on larger projects
and how the Union can best facilitate these conversations on a local and institutional wide level
The growth and impacts of transnational higher education
Speaker – Professor David Sadler
Transnational higher education takes a variety of forms, and has grown significantly in recent years. This presentation will explore the reasons for, and implications of,
different models of transnational activity. In particular, it will consider the impacts of TNE in terms of student experience, research and knowledge exchange, and the
linkages with national higher education systems.
8
Thursday
Train your voice for teaching
Facilitators – Dr Matthew Williamson & Helen Garrett
Anyone who teaches or trains large or medium groups and who wishes to gain some insight into vocal and presentational techniques. This workshop aims to give
participants an extended repertoire of techniques and skills in vocal delivery. Drawing from a range of disciplines, including music and drama, we will look at: how the voice
can be used as an instrument in teaching; how to modulate and adapt the voice to a range of circumstances; ways to protect the voice from strain; how to project the voice
and fill any space; exercises to train and develop vocal capacity.
Distance Learning Theme
Facilitators - Gill Ritchie & Brett Lucas
TBC
Speaker – Anouk E Lang
TBC
9