PAST PROJECTS

In the past I have worked on several HE projects, among which only the main ones are highlighted in this portfolio.

Internationalisation Change Programme

ICP1

The Internationalisation Change Programme supported by the HEA, and was with collaborative effort of the School of Biological Sciences and School of Chemistry, Food & Pharmacy, to support internationalisation for students’ employability.

PROJECT TEAM

  • Dr Kim Watson (Project Lead)
  • Dr Teeroumanee Nadan (Project Manager)
  • Professor Steve Mithen (Pro-VC for International & External Engagement)
  • Ms Maria Papaefthimiou (CDoTL Support, Enhancement Manager -Teaching, Learning & Technology)

OTHER STAKEHOLDERS

  • Careers, Placement and Experience Centre (CPEC)
  • Study Advice
  • School Directors of T&L and Faculty Director of T&L
  • Key academics in associated Schools
  • Student Programme Representatives within Schools
  • School Work Placement Tutors
  • School International Tutor
  • Other CDoTL collaborators
  • International Office

AIMS

The ICP project aimed at extending the subject-specific guidance for internationalisation and external engagement in Biological Sciences to STEM Sciences more generally, which will truly contribute to the creation of a learned trans-national, competitive STEM workforce – the Global Employee.

The project aimed at providing students with the skills they need to be able to return to fulfilling opportunities at home or to remain as a valuable resource within the UK. Importantly, the project core centres around direct engagement with our internationally diverse student groups, including active participation in decision-making groups and having ongoing dissemination through all modern means to drive cultural transformation.

OBJECTIVES

The primary objective going forward was to gather sufficient and appropriate evidence across the institute to convince key stakeholders (and specifically senior managers) to support such cultural transformation in meaningful ways. Specifically, to provide appropriate and adequate resources and infrastructure for all Schools equally.

As a second objective, during the pilot project in SBS, six areas of concern for international students were highlighted (following focus group meetings and case study discussions), which were further investigated in the ICP project. The six areas are: Teaching Methods, Learning Styles, Assessment Methods, Academic Support (including tutorial teaching), Technical Support and Career Management. In fact, these 6 areas formed the basis of our data gathering in the ICP project. Based on previous works in SBS, we believed that addressing concerns in these areas will bring the greatest impact to our students and ultimately form the basis of cultural change within the institute.

Finally, the ICP will provide a means of disseminating across the institute and to other HEIs specific recommendations, which we believe will facilitate the necessary cultural transformation needed to contribute to the creation of a Global Employee.

SCHOOLS INVOLVED

  • School of Biological Sciences
  • School of Chemistry, Food & Pharmacy
    • Department of Chemistry
    • Department of Food & Nutritional Sciences
    • Department of Pharmacy

DURATION

Start date: May 2012
End date: March 2013
Supported by: Higher Education Academy

DISSEMINATION

We presented outcomes of this project to the HEA and during internal T&L workshops (As part of the dissemination process for the Global Employability in Biosciences project).

POTENTIAL EXTENSIONS

The knowledge could be made transferable throughout the whole university.

Internationalisation in T&L and Global Employability in Biosciences

UORHEA

This was a project with the School of Biological Sciences to support internationalisation for students’ employability.

MY ROLE

I was Project Manager, and Dr Kimberly Watson was the Project Leader

OBJECTIVES

The project aimed at promoting intercultural understanding to better prepare students for employment in a global context.

The project provided critical groundwork in the Biosciences to bring much effective teaching of international students; set the curriculum in a more internationally focused context; and improve student competitiveness.

These objectives we met by:

  • identifying T&L challenges faced by international students and global employers to create subject-specific guidance for students, employers and educators,
  • identifying required/desired skills to enhance student international employability with subsequent integration into the current T&L curriculum; and
  • identifying Bioscience partners to actively engage in T&L to improve student awareness of a global workforce.

DURATION

Start date: Feb 2012
End date: Dec 2012
Funded by: Higher Education Academy

WORK PROGRESS

Focus groups

Students’ participation was via focus group discussions which took place between March and May 2012.

The objectives of the focus groups were two-fold:

  • to initiate a discussion with regards to employability with our current cohort of students, and
  • to identify 2 students to help with the project. There was a desire to select an international student who wishes to work inthe UK, and a home student who wishes to work abroad.

Online survey

A detailed on-line questionnaire was prepared to capture home and international students’:

  • Teaching and Learning experience in school/previous university
  • Previous academic institutional support
  • Previous exposure to career or work advice (direct/indirect)
  • Previous internship/work

Case studies5 students were identified that form the basis of case studies highlighting the international experience of our students. These students were a mix of home and international students who planned to work abroad or have undertaken or are currently undertaking internship/work outside their home country.
NOTE: Only professional work was considered in this project, with the exception of part-time work related to the field of study.

DELIVERABLES

  • HEA documentation (final report, excluding confidential information)
  • Best practice guide handbook for the School of Biological Sciences for students (international and home) and for staff (academic and administrative) to enhance understanding of a globalised agenda.
  • Students’ project work
  • Case studies

DISSEMINATION

We presented outcomes of this project to the HEA and during internal T&L workshops.

POTENTIAL EXTENSIONS

The knowledge could be made transferable to other science sectors.

The questionnaire could be made available for download.

Student Project Supervision

  • Katerina Lazidou (Jan-Mar 2013, flexi-time, (funded by the Digitally Ready project)
  • Thaddeus Ugoagu (July-August 2012, 6 weeks)

Watch our T&L presentation

 

Industry Skills Courses

UORMTI
This project was undertaken in the School of Biological Sciences to enhance students’ understanding and learning of industry relevant skills. It may also be of interest to other educators in HEIs and Industry.MY ROLE
I was Project Manager, and Dr Kimberly Watson was the Project LeaderPROJECT DESCRIPTION

The Modular Training for Industry Existing and Emerging Biotechnologies Framework initially consisted of up to 3 modules Piloted as a residential 5 module course for the Continuing Professional Development of bioscience-based industry employees, as part of the Economic Challenge Investment Fund Project in 2010. The newly developed training courses had a blended learning approach using material collated from industry and the pilot course. Each module within the framework was standalone or part of a learning framework.

Student Project Supervision

  • Samuel Holton (December 2012 – April 2013, 7 weeks FTE, flexi-time) (funded by the Digitally Ready project)
  • Laura Cotton (July-August 2012, 6 weeks) (UROP Scheme)
  • Samuel Holton (July-August 2012, 6 weeks) (UROP Scheme)

Watch our T&L presentation

 

Published by Dr Teeroumanee Nadan