First Surname Organisation Anne Howells Aberystwyth University Michael Millan Anglia Ruskin University Angela Jeffery Aston Univ
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HEPI University Partnership Programme Anglia Ruskin University Arts University Bournemouth Bath Spa University BIMM (British &
HEPI University Partnership Programme Anglia Ruskin University Arts University Bournemouth Bath Spa University BIMM (British & Irish Modern Music Institute) Birkbeck, University of London Birmingham City University Bournemouth University Bradford College British Library Brunel University London Cardiff Metropolitan University Cardiff University City University London Coventry University De Montfort University Edge Hill University Edinburgh Napier University Glasgow Caledonian University gsm London Goldsmiths University of London Heriot-Watt University Higher Education Statistics Agency (HESA) ifs University College Imperial College London Keele University King’s College, London Kingston University Lancaster University Liverpool Hope University Liverpool John Moores University London School of Economics London South Bank University Loughborough University Middlesex University New College of the Humanities Northumbria University Norwich University of the Arts Nottingham Trent University Oxford Brookes University Peter Symonds College, Winchester Plymouth College of Art Plymouth University Quality Assurance Agency for Higher Education (QAA) Queen Mary University of London Queen’s University Belfast Regent’s University London Resource Development International (RDI) Ltd Royal Holloway University of London Royal Society of Chemistry Royal Veterinary College SOAS, University of London Sheffield Hallam University Staffordshire University Southampton Solent University The Academy of Contemporary Music The Institute of Contemporary Music Performance -
Future Directions for Higher Education in Wales: Students As Partners
Future Directions for Higher Education in Wales: Students as Partners Contents 5. Editorial 6. Theme 1: Student representation 6. Aberystwyth University: Student representation system 7. Bangor University: Student Experience Enhancement Strategy 9. Cardiff Metropolitan University: Student-led Teaching Fellowships 11. Cardiff University: Developing a learning and teaching strategy 12. Cardiff University: Academic representation system 12. Cardiff University: Student Charter 13. Coleg Llandrillo Cymru: Learner Involvement Policy and Strategy 14. Glynd ˆwr University: Development of a Student Representatives Council 16. Swansea Metropolitan University: School of Leisure & Sport Management – Leisure & Sport Management (LSM) society 17. Swansea Metropolitan University: ‘You said: we did’ 18. Swansea Metropolitan University: International student ambassadors 19. Swansea University: Enhancing the course representatives structure 19. Swansea University: ‘Have Your Say’ 21. University of Glamorgan: Engaging diversity 22. University of Glamorgan: Student voice representative for Welsh-medium learners 23. University of Glamorgan: Community and Citizenship student voice representative 24. University of Wales, Newport: Students as Partners Forum 25. Royal Welsh College of Music and Drama: Student representation system 27. Theme 2: Students supporting students 27. Cardiff Metropolitan University: Induction – a joint planning and delivery process (students and staff) 29. Cardiff Metropolitan University: Online community for the Mature Students Society 32. Swansea Metropolitan University: Student2student 32. Swansea Metropolitan University: ‘Don’t Drop Out, Drop In’ 33. Coleg Llandrillo Cymru: JISC-funded project – Using peer e-guides to promote digital literacy (PEDL) 35. University of Glamorgan: Student voice representatives 36. University of Wales, Newport: Course Representation Co-ordinator 37. University of Wales, Newport: PASS@Newport (Peer Assisted Study Sessions) 39. Theme 3: Curriculum development 39. -
Falmouth University Access and Participation Plan 2020-21 to 2024-25
Falmouth University Access and Participation Plan 2020-21 to 2024-25 Introduction Falmouth University (Falmouth) is an anchor institution in Cornwall, fully engaged with the County’s economic, skills and enterprise agendas. The University makes a significant contribution to delivering higher skills to the county, alongside documented employment and economic benefits. Falmouth is committed to ensuring that students from all backgrounds can benefit from a Falmouth education, which facilitates their successful introduction to and participation in local and wider employment markets. Falmouth believes that it has a unique opportunity to ‘bridge’ the specialist creative disciplines to broader school subjects, as well as providing the benefits of studying at a smaller provider. Broadening this ambition locally and nationally, particular in the most deprived areas, is a priority. This is part of a commitment to sector priorities, and advocacy for the creating and performing arts as critically valuable education and career pathways for the future economy. This is enshrined in the Falmouth 2030 Strategy. As confirmed by its ‘Gold’ Teaching Excellence Framework award, Falmouth meets the highest standards for teaching quality, student retention, and graduate outcomes. While these standards provide an excellent foundation for success, Falmouth has set a vision for continuous improvement across the student lifecycle. The University’s ambitions over the coming years are to further understand and improve performance in areas that have also been highlighted as priorities at the national level, and address gaps in access and attainment for its target students. 1 Assessment of performance Falmouth University campuses are situated in Penryn and Falmouth, in Cornwall. The county is coastal, largely rural and 1 has a population of 536,000 dispersed across the region. -
Institution City State / Country Aberystwyth University Ceredigion United Kingdom Adelphi University Garden City New York Alamo
2016 TACAC San Antonio College Fair 1 List of Attendees Institution City State / Country Aberystwyth University Ceredigion United Kingdom Adelphi University Garden City New York Alamo Colleges San Antonio Texas Alma College Alma Michigan American University Washington District of Columbia Arcadia University Glenside Pennsylvania Arizona State University Tempe Arizona Audio EnginEARing Institute San Antonio Texas Austin College Sherman Texas Bath Spa University Bath United Kingdom Brown Mackie College San Antonio Texas Case Western Reserve University Cleveland Ohio Centenary College of Louisiana Shreveport Louisiana Colby-Sawyer College New London New Hampshire College of Biblical Studies Texas Houston Dallas Baptist University Dallas Texas DigiPen Institute of Technology (DIT) Redmond Washington Embry-Riddle Aeronautical University Prescott Arizona Emmanuel College Boston Massachusetts Fashion Institute of Design & Merchandising Los Angeles California Fashion Institute of Technology, SUNY New York New York Franklin University Switzerland Lugano Switzerland Goldsmith's, University of London London United Kingdom Goucher College Baltimore Maryland Hamilton College New York Clinton Hendrix College Conway Arkansas Howard Payne University Brownwood Texas Illinois Wesleyan University Bloomington Illinois Iowa State University Ames Iowa Kansas State University Manhattan Kansas Kettering University Michigan Flint Lawrence Technological University Southfield Michigan LIM College New York New York Linfield College McMinnville Oregon Louisiana State -
University of Exeter Ib Requirements
University Of Exeter Ib Requirements Is Gerard socialistic when Wes fixating nationally? Virgilio is antimicrobial: she beautifies contemptuously and befogging her Baalism. If out-of-place or subjunctive Hamid usually enchants his lockers tricing amusingly or taper censurably and injunctively, how treen is Phillipe? Epq is assessed at least two institutions very high density of friends to harvard school requirements exeter is available, you the welsh baccalaureate Is Exeter University posh? Exeter Free 200 IBConsultingGeneral Interview Questions from JP Morgan. Here is inside list of universities who attain not rely heavily on the ukcat score University of. In both exeter college you in comparison for membership with the medicine at grade c is a good your qualification equivalencies we do pets make you discuss our requirements of university exeter! A quality-assured university programme validated by the University of Exeter. A matrix which details the IB entry requirements to pay top 50 UK universities. What niche the largest town in Devon? University acceptance IB Maths Resources from British. Advice on entry requirements application progress and pre-application. Undergraduate Law Degree Entry Requirements ULaw. Your IA maths exploration this linked site gives the full kitchen of assessment criteria you will. In addition follow these materials we how an interview. Activities between the University of British Columbia and Exeter include the joint. University of canterbury mba mpcursosonline. Entry Requirements For the pre-Masters courses typical entry requirements. Cambridge architecture interview questions ubiRecruit. Cranking the old plymouth France & Irel At Plymouth. 2 Phillips Andover Academy 2 Pitzer College 2 Purdue University Dec 12 2016. -
The Water Informatics in Science and Engineering (WISE)
Hydroinformatics education – The Water Informatics in Science and Engineering (WISE) Centre for Doctoral Training Thorsten Wagener1,2,9*, Dragan Savic3,4, David Butler4, Reza Ahmadian5, Tom Arnot6, Jonathan Dawes7, Slobodan Djordjevic4, Roger Falconer5, Raziyeh Farmani4, Debbie Ford4, Jan Hofman3,6, Zoran 5 Kapelan4,8, Shunqi Pan5, Ross Woods1,2 1Department of Civil Engineering, University of Bristol, UK 2Cabot Institute, University of Bristol, UK 3KWR Water Research Institute, NL 4Centre for Water Systems, College of Engineering, Mathematics and Physical Sciences, University of Exeter, UK 10 5Hydro-environmental Research Centre, School of Engineering, Cardiff University, UK 6Water Innovation & Research Centre & Department of Chemical Engineering, University of Bath, UK 7Institute for Mathematical Innovation and Department of Mathematical Sciences, University of Bath, UK 8Department of Water Management, Delft University of Technology, NL 9Institute of Environmental Science and Geography, University of Potsdam, Germany 15 Correspondence to: Thorsten Wagener ([email protected]) Abstract. The Water Informatics in Science and Engineering Centre for Doctoral Training (WISE CDT) offers a postgraduate programme that fosters enhanced levels of innovation and collaboration by training a cohort of engineers and scientists at the boundary of water informatics, science and engineering. The WISE CDT was established in 2014 with funding from the UK Engineering and Physical Sciences Research Council (EPSRC) amongst the Universities of Bath, Bristol, Cardiff and Exeter. 20 The WISE CDT will ultimately graduate over 80 PhD candidates trained in a non-traditional 4-year UK doctoral programme that integrates teaching and research elements in close collaboration with a range of industrial partners. WISE focuses on cohort-based education and equips the PhD candidates with a wide range of skills developed through workshops and other activities to maximise candidate abilities and experiences. -
Degree Apprenticeship Provision 2019/20
Degree Apprenticeship Provision 2019/20 Awarding body Delivery provider Pathway Qualification Contact Weblink Under Development Professor Tim Woods, Pro Vice-Chancellor www.aber.ac.uk [email protected] 01970 622009 (No page available for degree apprenticeships at this time) Aberystwyth University Judith Shepherd – Project lead Deputy Registrar for Academic Partnerships [email protected] 01970 622287 www.bangor.ac.uk/courses/undergraduate/H300-Applied-Software- Bangor and Grŵp Llandrillo Menai Software BSc Applied Software Engineering (Hons) Admissions Tutor Engineering-Degree-Apprenticeship Bangor and Grŵp Llandrillo Menai Cyber BSc Applied Cyber Security (Hons) 01248 382686 [email protected] Bangor University Bangor and Grŵp Llandrillo Menai Data BSc Applied Data Science (Hons) or Bangor and Grŵp Llandrillo Menai Engineering Product Design and Development BEng Hons Applied Engineering Systems (Mechanical) [email protected] Bangor and Grŵp Llandrillo Menai Engineering Product Design and Development BEng Hons Applied Engineering Systems (Electrical / Electronic) www.cardiffmet.ac.uk/business/cwbl/Pages/Higher- Direct Data BSc (Hons) Applied Data Science Centre for Work Based Learning Team: Apprenticeships.aspx Cardiff Metropolitan University 029 2041 6037 or 029 2020 5511 [email protected] Cardiff and Gower College Swansea Engineering Product Design and Development BEng (Hons) Integrated Engineering IT/Software Engineering: www.cardiff.ac.uk/ Direct Software BSc Applied Software Engineering Degree Apprenticeship Matthew -
Main Panel C
MAIN PANEL C Sub-panel 13: Architecture, Built Environment and Planning Sub-panel 14: Geography and Environmental Studies Sub-panel 15: Archaeology Sub-panel 16: Economics and Econometrics Sub-panel 17: Business and Management Studies Sub-panel 18: Law Sub-panel 19: Politics and International Studies Sub-panel 20: Social Work and Social Policy Sub-panel 21: Sociology Sub-panel 22: Anthropology and Development Studies Sub-panel 23: Education Sub-panel 24: Sport and Exercise Sciences, Leisure and Tourism Where required, specialist advisers have been appointed to the REF sub-panels to provide advice to the REF sub-panels on outputs in languages other than English, and / or English-language outputs in specialist areas, that the panel is otherwise unable to assess. This may include outputs containing a substantial amount of code, notation or technical terminology analogous to another language In addition to these appointments, specialist advisers will be appointed for the assessment of classified case studies and are not included in the list of appointments. Main Panel C Main Panel C Chair Professor Jane Millar University of Bath Deputy Chair Professor Graeme Barker* University of Cambridge Members Professor Robert Blackburn University of Liverpool Mr Stephen Blakeley 3B Impact From Mar 2021 Professor Felicity Callard* University of Glasgow Professor Joanne Conaghan University of Bristol Professor Nick Ellison University of York Professor Robert Hassink Kiel University Professor Kimberly Hutchings Queen Mary University of London From Jan 2021 -
Access Agreement 2018-19
FALMOUTH UNIVERSITY ACCESS AGREEMENT 2018-19 ACCESS AGREEMENT SUBMITTED TO THE OFFICE FOR FAIR ACCESS Submitted 25 April 2017; revised 22 June 2017 FALMOUTH UNIVERSITY ACCESS AGREEMENT 2018-19 Contents: 1. Introduction and OFFA priorities for 2018-19 page 3 2. Fees, student numbers and fee income page 5 3. Access, student success and progression measures page 7 4. Financial support page 15 5. Targets and milestones page 16 6. Monitoring and evaluation agreements page 16 7. Equality and Diversity page 16 8. Provision of information to prospective students page 17 9. Consulting with students page 17 Annex: Access Agreement Resource Plan, 2018-19 Page 2 of 18 1a. Introduction This Access Agreement sets out Falmouth University’s plans and targets to support access, student success and progression for the year 2018-19. This Agreement has been developed in the context of the University’s Strategic Plan for the period 2015 to 2020. The Strategic Plan’s key objectives reflect the University’s commitment to fair access across the student lifecycle. Our first objective is ‘to produce satisfied graduates who get great jobs’, which includes ambitious targets for student retention, student satisfaction and graduate employment. Our second objective is ‘to help grow Cornwall’, which includes a commitment to double the number of students recruited from the county from 2013-14 levels by 2020. This objective will be achieved through a sharpened focus on recruiting students from disadvantaged backgrounds. The Strategic Plan states: ‘We will work with other agencies in the region to build support systems to retain more of our creative talent for the benefit of Cornwall. -
August 2020 Newsletter
August 2020 Newsletter Since launching in December 2018, The Centre for Photonics Expertise (CPE) has been supporting businesses within the West Wales & Valleys region through the application of developed photonics capabilities held within four Welsh universities. Funded by the European Regional Development Fund through the Welsh Government, the CPE Programme is led by Wrexham Glyndŵr University from its OpTIC Centre in St Asaph, in partnership with Aberystwyth University, Bangor University and University of South Wales. Meet the CPE Business Development Managers… Carole Eccles CPE Business Development Manager (North and West Wales) Carole recently joined CPE as our North Wales–based Business Development Manager. Throughout her career, Carole has undertaken a variety of directorial and managerial roles across the mechanical engineering, electronics, and TV broadcasting sectors, as well as possessing a wide range of experience within business support, development, and growth. Hazel Hung CPE Business Development Manager (South and West Wales) Hazel is CPE’s Business Development Manager and engages with Welsh businesses located in the South Wales regions. She has 10 years experience working in the photonics industry in R&D, product development and project management. Throughout her career, she has maintained close academic links through Industry-University collaborative projects that have played a key role in company growth. CPE Academic Partner Leads Dr. James Wang Dr. John Mitchell Dr. Liyang Yue Prof. Andrew Evans Prof. Nigel Copner Dr. Rachel Cross Prof. Hefin Rowlands CPE will support your business today, Did you know… to develop your products for ➢ CPE have worked / are working on collaborative tomorrow… projects with 26 industrial enterprises. -
Sector Priorities 8.30Am-10Am Registration: Refreshments Available 8.30Am-10Am Opening Plenary Room 001
Sector Priorities 8.30am-10am Registration: Refreshments available 8.30am-10am Opening plenary Room 001 10am-11am Welcome address 10am-11am Keynote: Joshua Sanderson-Kirk, Student Association President, University of Law 11am-11.20am Refreshments 11am-11.20am Parallel Session 1 Room 213 Room 214 Room 221 Room 222 Room 223 A Room 223B Room 224 B Room 224 C Room 226 Room 227 Room 215 Room 216 Room 220 A Room 220 GEN1.1 - Workshop GEN1.2 - Workshop GEN1.3 - Workshop GEN1.4 - Workshop GEN1.5 - Workshop GEN1.6 - Workshop GEN1.7 - Workshop GEN1.8 - Workshop GEN1.9 - Workshop GEN1.10 - Workshop GEN1.11 - Workshop GEN1.12 - Workshop GEN1.13 - Workshop GEN1.14 - Workshop HE training in compassion for high Embedding global leadership skills for first year 11.20am-12.20pm Emotion regulation for learning: Skills for addressing Graduate attributes: Hallmarks as a measure of Can 'big data' offer person-centred support for Bewitched, bothered and bewildered: How to have How can curious, playful thought incite intuitive The PROPHET framework shaping tomorrow: Tackling Curriculum internationalisation in HE: Strategies for “You’re not like a real professor”: Informalising and How technology can enhance written feedback: An Authenticity: From a popular buzzword to a Designing with threshold concepts and authentic 11.20am-12.20pm performance groupwork: What virtual undergraduates: Using storyboards for virtual Advance HE Wales the anxiety epidemic in the classroom success students? better feedback conversations pedagogy? emerging challenges today putting -
Access and Participation Plan 2019/20
Annex A - 2019-20 access and participation plan University of St Mark & St John (Plymouth Marjon University) 2019-20 access and participation plan Introduction This document covers how Plymouth Marjon University helps disadvantaged groups to access, succeed in and progress from higher education. For each of these areas, it covers an assessment of current performance, and then moves into our ambitions for these areas and the plans we will deliver in 2019-20. Forecast spend, targets and milestones for the five years up to 2022-23 are on the appended spreadsheets. Assessment of current performance Assessment in the area of Widening Access 1. Plymouth Marjon University (University of St Mark & St John) has championed equality of access to higher education throughout its 180-year history. Assessment of current performance in widening access, which draws on a range of statistical indicators and provider-level data, including the UCAS multiple equality measure (MEM), highlights the University’s on-going success in reducing gaps in participation among students from areas of low higher education progression and low socio-economic backgrounds, as well as mature and disabled students. Students from POLAR 3 neighbourhoods, low household income and/or low socio- economic status backgrounds 2. The University continues to perform well against HESA benchmark and location-adjusted benchmarks in attracting young full-time degree entrants from state schools, low participation neighbourhoods (i.e. POLAR3 quintile 1) and low socio-economic backgrounds. Taking 2011 as the baseline year of entry (i.e. the year prior to the introduction of fees at the higher rate of £9000 per annum) state sector admissions have risen by 1.0 percentage point to 97.7%.