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LEAD - Learning Enhancement and Academic Development

Permanent URI for this collectionhttps://eresearch.qmu.ac.uk/handle/20.500.12289/14083

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Start date: 2010Subject: search.filters.subject.Education

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Now showing 1 - 3 of 3
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    Exploring Student Experiences of an Undergraduate Certificate in Veterinary Medical Education
    (University of Toronto Press Inc. (UTPress), 2023-06-01) Hughes, Kirsty; Hudson, Neil; Bell, Catriona; Tomlin, Nina; Handel, Ian; Chinnery, Sarah; Rhind, Susan
    The ability to teach is recognized as a core skill for many professionals, including veterinarians, but undergraduate opportunities to develop this skill are not always available. A complementary teaching certificate offered during the clinical years of an undergraduate veterinary program was evaluated to investigate student experiences of the program and the perceived benefits and challenges of participating. The study used a mixed methods approach with questionnaires to provide an overview of the participant experience and semi-structured interviews to gain a deeper insight into students’ experiences of the program. Two cohorts completed questionnaires comprising Likert-style and open-ended questions on the 3-year teaching certificate, the first cohort after 1 year of the program and the second cohort at completion. Interviews with participants from both cohorts were thematically analyzed to identify recurring themes. An average of 27% of students per academic year enrolled in the certificate program, most of whom completed it. Additionally, four to six students per cohort applied for Associate Fellow of the Higher Education Academy (AFHEA), and 19 students have achieved this recognition. Key themes from the data included that students felt the certificate built their confidence, increased their veterinary knowledge, and helped them become better teachers, with time management and reflection the biggest challenges. The Undergraduate Certificate of Veterinary Medical Education was seen as a good teaching foundation, while working toward the AFHEA provided some insight into higher education and academic careers. A structured teaching program offers students the opportunity to develop their learning and reflection both as students and future educators.
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    Observational feedback literacy: designing post observation feedback for learning
    (Informa UK Limited, 2023-03-31) Heron, Marion; Donaghue, Helen; Balloo, Kieran
    The aim of teaching observations and post observation feedback in higher education is to support teachers to reflect on and improve their teaching. Yet, our understanding of tutors’ (observers’) and teachers’ (observees’) capacities for capitalising on these feedback opportunities is limited and there is little empirically derived advice for either the observer or the observee on the post observation feedback processes. We argue for the need to conceptualise and operationalise observational feedback literacy as a particular type of feedback literacy which is played out in both the design of the post observation feedback session, and in the moment-by-moment feedback talk. Drawing on the concept of student and teacher feedback literacies, this paper offers a framework of observational feedback literacy which identifies how observers and observees act in feedback literate ways. The framework foregrounds observer feedback literacy and recognises the importance of providing opportunities for observees to enact feedback.
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    The modern zoo: Demographics and perceptions of two international groups of zoo staff
    (MDPI, 2021-11-22) Bacon, Heather; Vigors, Belinda; Shaw, Darren J.; Waran, Natalie; Dwyer, Cathy M.; Bell, Catriona
    Characterising the people that work in zoos is a key element of understanding how zoos might better contribute to conservation activities. The purpose of this study was to investigate demographics, early life experiences and perceptions of zoo staff to the role of the modern zoo. This paper reports the key characteristics and qualitative themes emerging from study of international (European and Chinese) zoo professionals. Semi-structured telephone interviews were conducted with eight Chinese and eight European zoo staff about aspects of zoological animal welfare, conservation and zoological practices. These qualitative data were thematically analysed, and themes generated. This paper describes interviewee demographics and two themes relating to ‘early life influences’ and ‘the role of the modern zoo’. This analysis indicates that demographic data and early life influences of zoo professionals were broadly similar between two culturally diverse regions, but that their views on the role of the modern zoo differed, particularly in terms of their perceptions of conservation activities, with European interviewees focussing on biodiversity conservation, and Chinese interviewees focussing on animal protection.