DOCSLIB.ORG

A Levels at Bury College a Unlock Your Academic Potential Academic Excellence

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
A Levels at Bury College a Unlock Your Academic Potential Academic Excellence A Levels at Bury College A unlock your academic potential Academic Excellence Bury College is renowned for A Level “Studying at Bury College has been success and has a proven track record great for my confidence. I received of achievement. Each year hundreds a lot of support from my tutors of A Level students progress to who have helped me to achieve good grades university or employment in pursuit and I will look back of their dream careers. fondly on these two years.” As an A Level student at Bury College, you are part of the Bury College Sixth Form, which Chloe Abeki, a former offers you exceptional support, guidance and pupil of Parrenthorn High School, celebrated outstanding encouragement and allows you to make a A Level results. Chloe achieved three successful transition from school to college. A* grades in Chemistry, Biology and Mathematics and has progressed to Durham University to study Chemistry. Changes to A Levels The government has introduced changes to A Levels and new versions of all programmes are being introduced in phases between September 2015 and September 2017. The new A Levels are known as reformed A Levels and by September 2017 all A Levels will be in the new version. These changes will have implications for those students who wish to re-sit their exams and for their final grades. Many Bury College students go on to study at leading Russell Group universities, with learners progressing to The University Progression of Manchester, The University of Sheffield, Newcastle University, The University of Nottingham, University of to prestigious Birmingham, University of York, University of Liverpool, University of Leeds, University College London, The University universities of Edinburgh, University of Bristol and University of Exeter. The range of subjects studied at university is wide, with Medicine, Law and Maths proving particularly popular. Whatever your interest, you will receive strong support from our tutors and throughout the application process. Recent examples of university success include students who went on to: • Loughborough University to study Physics with Sports Science • University of Warwick to study History • The University of Manchester to study Chemical Engineering • Durham University to study Chemistry Oxbridge successes Examples of recent successes include: Aimee Molineux who gained Bury College is proud to have an impressive a place at the University of track record of Oxbridge successes. Oxford to study Japanese and Oriental Studies. The former Haslingden High School pupil achieved A grades in A Level German, English and Psychology. Aimee said: “I am very happy with my results and to achieve my dream of studying at the University of Oxford. Everybody at Bury College made my time studying enjoyable and helped me to reach my goal.” Dipesh Morar secured a place at the prestigious Christ’s College, Cambridge after gaining A* grades in A Level Biology and Chemistry and an A grade in A Level History. The former Little Lever School Accredited to Bury College University Centre pupil is now studying Medicine. mance levels so they can apply for the best universities “As a student on the Mentoring for Supporting your studies and follow the most prestigious and rewarding careers. Excellence programme I have enjoyed attending many trips to different universities. I As an A Level student you will benefit from Academic recently visited Durham Mentoring Support. This is an opportunity for you to University for a six day seek advice and guidance from your tutor during residential where I was supportive one-to-one meetings six times per year. given a direct insight This support will allow you to review how your work into university life and is progressing and receive hints and tips on areas experienced seminars to improve. This is a personal approach to help support and group discussions. The trip was a your success. great way of making new friends and In addition, Bury College offers the Mentoring for to familiarise myself with a university Excellence programme, a successful scheme which environment. My confidence has grown supports our highest achievers to reach their full as a result of this trip and I feel really potential. Each year a select group of our students take excited by the prospect of progressing part in the programme which targets students who onto Durham University.” have achieved a minimum of 6 GCSE grade As. Every Bethany Williams, a former pupil of student on the programme is offered support and spe- Oulder Hill Community School, studying cialist guidance with personal tutorials from one of the A Levels in Ancient History, English college’s senior managers. The programme of activities Literature and Sociology. is designed to raise students’ confidence and perfor- Medicine: Pathways to success • Presentations from former Bury College students who have gone on to study medicine and are qualified doctors Opportunities to bring subjects to life help • Visits to medical institutions such as Christie Hospital support the success of many Bury College • Visits and talks from practising accident and students. If you are considering a career in emergency professionals a specific field such as medicine, law, social Law: sciences, teaching, or have a clear career aim, • Talks from practising professionals who work for our academic tutors and manager mentors can some of the largest business services organisations help to organise appropriate work experience, in the world or work place shadowing to help prepare you for • Placements with barristers’ chambers for suitable that type of work. candidates In addition, we can put on a programme of • Visits to the courts to see professionals in action visits, speakers and activities related to specific Teaching: careers that can help inform students about their chosen career. • An opportunity to complete a work experience placement in a school which will help with the These programmes require up to ten hours of UCAS application process commitment from students, and are opportunities to bring together groups of • Gain a variety of skills which will enable you students with the same career aims to meet, to prepare lesson plans and evaluate your own discuss and learn from experts and each other. teaching performance Examples of some of these activities include: • Chance to gain an understanding of the resources available for use in the classroom “I have really enjoyed studying at Bury College. I have received fantastic support from my tutors who have taught me that anything is within my reach.” Alex Nunns, who is a former Oulder Hill Community School pupil and is studying A Level Geography, Environmental Studies and Biology, has secured an offer at the University of Oxford to study Geography. “I really enjoyed my trip to Blencathra as part of my A Level Geography studies. It was a great opportunity to bring my subject to life and the trip has given me a better understanding of my course content. In my opinion, Bury College is the best option for a student if they wish to progress to university.” Natan Chromik, a former pupil of Castlebrook Academic trips and visits High School, studying A Levels in Geography, Psychology and Sociology. In order to broaden your skills many of our A Level • National and international field trips to New York, courses offer you the opportunity to attend a wide Rome, Sicily, London, the Lake District and Paris. range of academic trips and visits. • Visits to locations of interest including These could include: Manchester Art Gallery and Albert Dock. • University visits including Oxford, Cambridge, Manchester and Durham. Working with top universities Pathways to progression Each year outstanding A Level students are selected to attend prestigious overnight events at universities. You can benefit from attending summer schools at universities The annual events are designed to encourage with support from Bury College, which can provide you with and inspire high-achieving young people to a unique opportunity to explore your interests in different succeed academically in their chosen career paths courses. Please note, places are limited. and to consider their options for the future. The University of Cambridge summer school An all-expenses paid overnight stay at the university where you are given an insight into university life, which includes a tour of the city and presentations from lecturers. Manchester Access Programme A scheme which supports your entry to The University of Manchester. Those who complete the summer school also benefit from 40 UCAS points towards their University of Manchester offer as well as an annual scholarship upon registration on a University of Manchester course. Van Mildert College, Durham University The Van Mildert College, Durham University, invites Bury College students to attend a very personal visit which includes lectures, question and answer opportunities and tours of the campus and city. Murray Edwards College, University of Cambridge. Photo courtesy of Clare Cotterill, recent Murray Edwards College graduate and amateur photographer. Bury College aims to provide you with the best Computing enthusiast Dean Barlow has gained hands-on start to your career and has a dedicated Work work experience at Centu, a Bury based development Gaining skills for Experience Placement Co-ordinator to help you and consultancy agency and is now looking forward to your career gain experience which can be vital for your CV progressing in a career within the industry. and UCAS application. During the placement Dean shadowed members of the A Level English Language, English Literature and team and further developed his knowledge of how to Psychology student Emma Hughes completed programme a computer and undertook bespoke HTML a work experience placement at Heaton Park training. The former The Elton High School, who is studying Primary and Nursery School where she worked A Levels in Physics, Maths and Computing said: with year 1 and 2 students. Whilst on her placement Emma supported pupils with their spelling and “I really enjoyed the placement, it was interesting to gain basic counting skills as well as helped the classroom an insight into the computing industry and see first- teacher.
Load more

Recommended publications
  • Supporting Reflective Processes with Students: Insights from a Review of Research
    Supporting reflective processes with students: insights from a review of research Peter Kahn, University of Manchester Context This briefing note is intended for staff within higher education whose students engage in reflective processes as part of their learning. We offer a framework that tutors may employ to help shape the way in which their students carry out such processes. The framework was developed during a review of research studies pertinent to professional education, with a particular focus on new academic staff. Introduction: streams of consciousness or genuine learning? The notion of ‘reflection’, by which we broadly mean the extended consideration of problematic aspects of knowledge or practice, is now widely employed across higher education, especially in professional contexts and in personal development planning for students. Reflection, for instance, may be used to help an individual understand their professional practice or to gain insights into their progress against a set of personal goals. The conceptual overview for the review, however, highlighted the open-ended nature of this notion, with theorists further identifying various forms of reflection. For instance, van Manen (1977) refers to technical reflection, which concerns the examination of the means that have been used to achieve certain goals, practical reflection, which also involves consideration of the ends themselves, and critical reflection, which addresses judgments on such issues as the underlying ethics and the wider social environment. The review also emphasizes the challenge that students may face in learning how to engage in such complex thought processes. For one thing, it is difficult to sustain a problematic focus over an extended period, especially when there might be uncomfortable implications for one’s own professional practice or approach to life.
    [Show full text]
  • The Further Education and Sixth-Form Colleges 16
    Greater Manchester Area Review Final report November 2016 Contents Background 4 The needs of the Greater Manchester area 5 Demographics and the economy 5 Patterns of employment and future growth 10 Jobs growth to 2022 12 Feedback from LEPs, employers, local authorities and students 13 The quantity and quality of current provision 14 Performance of schools at Key Stage 4 15 Schools with sixth-forms 15 The further education and sixth-form colleges 16 The current offer in the colleges 18 Quality of provision and financial sustainability of colleges 20 Higher education in further education 22 Provision for students with Special Educational (SEN) and high needs 23 Apprenticeships and apprenticeship providers 24 The need for change 25 The key areas for change 26 Initial options raised during visits to colleges 27 Criteria for evaluating options and use of sector benchmarks 29 Assessment criteria 29 FE sector benchmarks 29 Recommendations agreed by the steering group 31 Oldham, Stockport and Tameside Colleges 32 Bolton College, Bury College and the University of Bolton 32 Trafford College 33 Hopwood Hall College 33 Salford City College 34 Wigan and Leigh College 34 Aquinas College 35 Cheadle and Marple College Network 35 2 Ashton Sixth Form College 35 Oldham Sixth Form College 36 Rochdale Sixth Form College 36 Holy Cross Catholic Sixth Form College 36 Bolton Sixth Form College 37 Winstanley Sixth Form College 37 St John Rigby Sixth Form College 37 Xaverian Sixth Form College 38 Loreto Sixth Form College 38 Formation of a strategic planning group for Manchester 38 Development of a proposal for an Institute of Technology 39 An apprenticeship delivery group 39 Conclusions from this review 40 Next steps 42 3 Background0B In July 2015, the government announced a rolling programme of around 40 local area reviews, to be completed by March 2017, covering all general further education colleges and sixth-form colleges in England.
    [Show full text]
  • College Employer Satisfaction League Table
    COLLEGE EMPLOYER SATISFACTION LEAGUE TABLE The figures on this table are taken from the FE Choices employer satisfaction survey taken between 2016 and 2017, published on October 13. The government says “the scores calculated for each college or training organisation enable comparisons about their performance to be made against other colleges and training organisations of the same organisation type”. Link to source data: http://bit.ly/2grX8hA * There was not enough data to award a score Employer Employer Satisfaction Employer Satisfaction COLLEGE Satisfaction COLLEGE COLLEGE responses % responses % responses % CITY COLLEGE PLYMOUTH 196 99.5SUSSEX DOWNS COLLEGE 79 88.5 SANDWELL COLLEGE 15678.5 BOLTON COLLEGE 165 99.4NEWHAM COLLEGE 16088.4BRIDGWATER COLLEGE 20678.4 EAST SURREY COLLEGE 123 99.2SALFORD CITY COLLEGE6888.2WAKEFIELD COLLEGE 78 78.4 GLOUCESTERSHIRE COLLEGE 205 99.0CITY COLLEGE BRIGHTON AND HOVE 15088.0CENTRAL BEDFORDSHIRE COLLEGE6178.3 NORTHBROOK COLLEGE SUSSEX 176 98.9NORTHAMPTON COLLEGE 17287.8HEREFORDSHIRE AND LUDLOW COLLEGE112 77.8 ABINGDON AND WITNEY COLLEGE 147 98.6RICHMOND UPON THAMES COLLEGE5087.8LINCOLN COLLEGE211 77.7 EXETER COLLEGE 201 98.5CHESTERFIELD COLLEGE 20687.7WEST NOTTINGHAMSHIRE COLLEGE242 77.4 SOUTH GLOUCESTERSHIRE AND STROUD COLLEGE 215 98.1ACCRINGTON AND ROSSENDALE COLLEGE 14987.6BOSTON COLLEGE 61 77.0 TYNE METROPOLITAN COLLEGE 144 97.9NEW COLLEGE DURHAM 22387.5BURY COLLEGE121 76.9 LAKES COLLEGE WEST CUMBRIA 172 97.7SUNDERLAND COLLEGE 11487.5STRATFORD-UPON-AVON COLLEGE5376.9 SWINDON COLLEGE 172 97.7SOUTH
    [Show full text]
  • Success-At-Bury-College.Pdf
    ISSUE 33 Successat BURY COLLEGE UNIVERSITY OF CAMBRIDGE EXPERIENCE INSPIRES STUDENTS Bury College students benefit from the “I love Bury opportunity to visit some of the top universities in the country throughout the year to help raise College. The their awareness of progression opportunities A Level courses and succeed in their applications. These include trips to the University of Cambridge, the I have chosen ENGINEERING University of Oxford, Durham University and The University of Manchester. are really YOUR SUCCESS interesting and Five A Level students recently enjoyed an Students are supported and encouraged overnight event at Murray Edwards College, I receive great to develop employability skills and reach Cambridge University where they developed support from their career goals at Bury College. Two skills to further prepare them for university and aspiring engineers who completed career progression. Lydia Bathina, Alexandra my tutors.” Electrical and Electronic Engineering Nunn and Lily Shears, all former Parrenthorn Extended Diplomas have secured High School pupils and Anna Opincane and Anna Opincane impressive jobs and are now on track Emmah Younis, former pupils of Oulder Hill studying A Levels in to achieve their dreams. Community School, attended a ‘Pathways to Chemistry, Biology Success’ event where they enjoyed inspiring and Mathematics. Chris Jones (left), a former The Derby workshops and lectures. High School pupil, has progressed onto an Electrical and Electronic ACHIEVE • SUCCEED • PROGRESS apprenticeship job with Metrolink. Former Our Lady’s RC High School www.burycollege.ac.uk pupil Tom Vynne (right) has secured his apprenticeship job at engineering [email protected] company Krones in Bolton.
    [Show full text]
  • Everyday Futures Edited by Nicola Spurling & Lenneke Kuijer
    Everyday Futures Edited by Nicola Spurling & Lenneke Kuijer Institute for Social Futures, Lancaster University Everyday Futures, Edited by Nicola Spurling (Sociology and Institute for Social Futures, Lancaster University) Lenneke Kuijer (Industrial Design, Eindhoven University of Technology) This book of essays, and the workshop in which they were developed, was made possible by a small grant from the Institute for Social Futures, Lancaster University http://www.lancaster.ac.uk/social-futures/, in collaboration with the Industrial Design Department at Eindhoven University of Technology https://www.tue.nl/en/university/departments/industrial-design/. Cover Photo by Lenneke Kuijer Find us: http://wp.lancs.ac.uk/everydayfutures/ Join us: [email protected] Join the conversation: #EverydayFutures Everyday Futures Edited by Nicola Spurling and Lenneke Kuijer TABLE OF CONTENTS 1. Introduction: Everyday Futures as an Area of Research……………………………………………………………..1 Nicola Spurling (Lancaster University) and Lenneke Kuijer (Eindhoven University of Technology) 2. “The Future is Already Here — It’s Just Not Very Evenly Distributed.”……………....………………………4 Tim Chatterton (University of the West of England) and Georgia Newmarch (Lancaster University) 3. Everyday Futures and Ethnographic Methods………………………………………………………………………….10 Jill Ebrey (University of Manchester) and Isabelle Moussaoui (EDF R&D) 4. Futuring Fashion from Everyday Life………………………………………………………………………………………..16 Lizzie Harrison (University of Arts, London) and Angella Mackey (Eindhoven University of Technology) 5. Imagined Futures of the Circular Economy………………………………………………………………………………..23 Daniel Welch (University of Manchester), Margit Keller (University of Tartu) and Giuliana Mandich (University of Cagliari) 6. Grow Your Own: Space, planning, practice & everyday futures of domestic food production…..32 Enrico Marcore (University of Aberdeen) and Nicola Spurling (Lancaster University) 7.
    [Show full text]
  • Framework Users (Clients)
    TC622 – NORTH WEST CONSTRUCTION HUB MEDIUM VALUE FRAMEWORK (2019 to 2023) Framework Users (Clients) Prospective Framework users are as follows: Local Authorities - Cheshire - Cheshire East Council - Cheshire West and Chester Council - Halton Borough Council - Warrington Borough Council; Cumbria - Allerdale Borough Council - Copeland Borough Council - Barrow in Furness Borough Council - Carlisle City Council - Cumbria County Council - Eden District Council - South Lakeland District Council; Greater Manchester - Bolton Metropolitan Borough Council - Bury Metropolitan Borough Council - Manchester City Council – Oldham Metropolitan Borough Council - Rochdale Metropolitan Borough Council - Salford City Council – Stockport Metropolitan Borough Council - Tameside Metropolitan Borough Council - Trafford Metropolitan Borough - Wigan Metropolitan Borough Council; Lancashire - Blackburn with Darwen Borough Council – Blackpool Borough Council - Burnley Borough Council - Chorley Borough Council - Fylde Borough Council – Hyndburn Borough Council - Lancashire County Council - Lancaster City Council - Pendle Borough Council – Preston City Council - Ribble Valley Borough Council - Rossendale Borough Council - South Ribble Borough Council - West Lancashire Borough Council - Wyre Borough Council; Merseyside - Knowsley Metropolitan Borough Council - Liverpool City Council - Sefton Council - St Helens Metropolitan Borough Council - Wirral Metropolitan Borough Council; Police Authorities - Cumbria Police Authority - Lancashire Police Authority - Merseyside
    [Show full text]
  • LJMU Research Online
    LJMU Research Online Bell, A, Gandy, RJ and Roe, B Benefits and impacts of Active Lives groups for older people living in the community http://researchonline.ljmu.ac.uk/id/eprint/4825/ Article Citation (please note it is advisable to refer to the publisher’s version if you intend to cite from this work) Bell, A, Gandy, RJ and Roe, B (2017) Benefits and impacts of Active Lives groups for older people living in the community. Research, Policy and Planning: The Journal of the Social Services Research Group, 32 (2). pp. 97- 112. ISSN 0264-519X LJMU has developed LJMU Research Online for users to access the research output of the University more effectively. Copyright © and Moral Rights for the papers on this site are retained by the individual authors and/or other copyright owners. Users may download and/or print one copy of any article(s) in LJMU Research Online to facilitate their private study or for non-commercial research. You may not engage in further distribution of the material or use it for any profit-making activities or any commercial gain. The version presented here may differ from the published version or from the version of the record. Please see the repository URL above for details on accessing the published version and note that access may require a subscription. For more information please contact [email protected] http://researchonline.ljmu.ac.uk/ Title: Benefits and impacts of Active Lives groups for older people living in the community Amelia Bell (MSc, PG Cert LSHE, BSc (Hons), Dip HE, RGN Senior Lecturer Faculty of Health and Social Care, Edge Hill University, St Helens Road, Ormskirk, Lancashire, L39 4QP, UK [email protected] 01695 657014 Amelia Bell is a senior lecturer with the Faculty of Health and Social Care at Edge Hill University.
    [Show full text]
  • Policy Symposium on School Choice in Honour of Professor Alvin Roth Organized by the Lancaster University Department of Economics 9Th September 2019
    Policy Symposium on School Choice in Honour Of Professor Alvin Roth Organized by the Lancaster University Department of Economics 9th September 2019 10:45 – 11:15 Coffee 11:15 – 11:30 Welcome by the Dean 11:30 – 12:10 Ian Walker and Matthew Weldon – Lancaster University 12:10 – 12:50 Julien Grenet – Paris School of Economics 12:50 – 13:40 Lunch Emily Hunt – Education Policy Institute 13:40 – 14:25 and Aveek Bhattacharya – London School of Economics 14:25 – 15:05 Ellen Greaves – University of Bristol 15:05 – 15:20 Coffee break 15:20 – 16:00 Olmo Silva – London School of Economics 16:00 – 17:30 Round table discussion 18:00 – 18:15 Vice Chancellor’s Welcome P.W.S. Andrews and Elizabeth Brunner Inaugural Nobel Lecture by Professor Alvin Roth 18:15 – 19:15 Controversial Markets 19:15 – 20:00 Refreshments Financial support from the Department of Economics of Lancaster University is greatly appreciated. Department of Economics Policy Symposium on School Choice in Honour Of Professor Alvin Roth Organized by the Lancaster University Department of Economics 9th September 2019 List of participants: Chowdhury Mohammad Sakib Anwar Lancaster University Kathryn Atherton Behavioural Insights Team Duncan Baldwin Association of School and College Leaders Aveek Bhattacharya London School of Economics Elias Bouacida Lancaster University Amanda De Pirro Lancaster University Iain Embrey Lancaster University Alex Farnell Lancaster University Renaud Foucart Lancaster University Emma Gorman University of Westminster Ellen Greaves University of Bristol Julien
    [Show full text]
  • Regional Profiles North-West 29 ● Cumbria Institute of the Arts Carlisle College__▲■✚ University of Northumbria at Newcastle (Carlisle Campus)
    North-West Introduction The North-West has an area of around 14,000 km2 and a population of over 6.3 million. The metropolitan area of Greater Manchester is by far the most significant centre of population, with 2.5 million people in the city and its wider conurbation. Other major urban areas are Liverpool, Blackpool, Blackburn, Preston, Chester and Carlisle. The population density is 477 people per km2, making the North-West the most densely populated region outside London. However, the population is largely concentrated in the southern half of the region. Cumbria, by contrast, has the third lowest population density of any English county. Economic development The economic output of the North-West is around £78 billion, which is 10 per cent of the total UK GDP. The region is very varied economically, with most of its wealth created in the heavily populated southern areas. Important manufacturing sectors for employment and wealth creation are chemicals, textiles and vehicle engineering. Unemployment in the region is 5.9 per cent, compared with the UK average of 5.4 per cent. There is considerable divergence in economic prosperity within the region. Cheshire has an above average GDP, while Merseyside ranks as one of the poorest areas in the UK. The total income of higher education institutions in the region is around £1,400 million per year. Higher education provision There are 15 higher education institutions in the North-West: eight universities and seven higher education colleges. An additional 42 further education colleges provide higher education courses. There are almost 177,000 full-time equivalent (FTE) students in higher education in the region.
    [Show full text]
  • Conference Programme
    CONFERENCE PROGRAMME Please refer to session descriptions for further information about the workshops Monday 20th July 2.00pm – 5.00pm Registration and networking Session This is an opportunity register for the conference, meet and network with other delegates and NADP Directors, gather information about the conference and the City of Manchester Delegates arriving on Tuesday 21st July should first register for the conference. The Registration Desk will be open from 8.00am. Tuesday 21st July 9.00am – 9.30am Welcome to the conference Paddy Turner, Chair of NADP Professor Dame Nancy Rothwell, President of University of Manchester 9.30am – 10.15am Keynote Presentation Scott Lissner, AHEAD and Ohio State University 10.15am – 10.45am Refreshment break 10.45am – 11.45am Parallel workshop session 1 Workshop 1 Inclusive HE beyond borders Claire Ozel, Middle East Technical University, Turkey Workshop 2 Emergency preparedness: maintaining equity of access Stephen Russell, Christchurch Polytechnic, New Zealand Workshop 3 Supporting graduate professional students: an overview of an independent disability services programme with an emphasis on mental illness Laura Cutway and Mitchell C Bailin, Georgetown University Law Centre. USA This programme may be subject to change Workshop 4 This workshop will consist of two presentations Disabled PhD students reflections on living and learning in an academic pressure cooker and the need for a sustainable academia Dieuwertje Dyi Juijg, University of Manchester Great expectations? Disabled students post- graduate
    [Show full text]
  • Herefore Rather Simplified, Painting a Homogenized Picture
    STUDENTS IN CHANGING HIGHER EDUCATION LANDSCAPES One-day conference, University of Surrey, 14th June 2019 Venue: Lecture theatre block (LTA and LTB) Across many countries of the world, higher education landscapes have changed significantly over recent years. Market mechanisms have become more prominent, and politicians have become increasingly concerned about graduates’ transitions into the labour market. In some nations, although not all, students are now expected to make a substantial contribution to the cost of their higher education and, across mainland Europe, the Bologna Process has reshaped the nature of students’ experiences considerably. This one-day conference seeks to explore understandings of students in this shifting context. Further information: The conference is being organised by the ‘EuroStudents’ research team (Rachel Brooks, Achala Gupta, Sazana Jayadeva and Anu Lainio) – further details are available at www.eurostudents.net. The registration fee for the conference will be £50 (to include lunch). 9:45 – 10:00 Coffee and welcome 10:00 – 10:45 Keynote Venue: LTB RILLE RAAPER, Durham University Troubling the notion of student as consumer: Fabrications, contradictions and political engagement 11:00 – 13:00 Panel 1: Students in international and transnational educational contexts LIN MA ‘International-ness’? The case of East Asian University of Bristol international students in the UK JIHYUN LEE Transitional and transnational University College London opportunities? Higher education choices of non-EU international students in the UK PRIYANKI GHOSH A UK based study into international student University of Surrey participation in theatre within university theatre societies and its impact on their challenges and sense of belonging Venue: LTB JINGRAN YU Imaginative travellers: A case study of the University of Manchester students at a British branch university in China MANUEL SOUTO-OTERO Student mobility and European identity Cardiff University A.
    [Show full text]
  • The Use of Media and Technology in the Classroom
    The Use of Media and Technology in the Classroom Mario Pezzino School of Social Sciences University of Manchester Email: [email protected] Edited by Caroline Elliott , Aston University Published May 2017 Contents 1. Introduction ................................................................................................................................... 1 2. Lecture recording ......................................................................................................................... 6 Do students use and value recordings? ................................................................................... 7 Do instructors use and value recordings? ................................................................................ 8 3. Digital media ............................................................................................................................... 10 Audio files .................................................................................................................................... 11 Visual material ............................................................................................................................ 11 Videos .......................................................................................................................................... 12 Homemade videos ..................................................................................................................... 14 4. Personal response systems (“clickers”) ................................................................................
    [Show full text]