Items where Year is 2025

A visual to show tips, tricks and considerations for navigating and experiencing a Undergraduate Teaching Assistant (UTA) programme

This is a guide for a learning unit on a Marine Spatial Planning Role Play. I designed it for the Aquaculture, Governance and Society Module in the Aquaculture, Environment and Society Master's Programme at SAMS-UHI. It is designed to mimic professional practice in marine spatial planning and giving students a safe space to practice their negotiation skills. The guide includes the learning outcomes, a run-down of how the game works, the map and legend, background information on materials needed but also includes slides to show as part of the game, role cards, different game scenarios as options and the marking criteria. I have provided the slides as both ppt and pdf formats.

I created The Thread Leader Model as a framework for embedding coherence, collaboration, and leadership across any curriculum. Initially developed for the BSc Applied Software Development (ASD), it structures programmes around a set of threads, cross-cutting themes that run vertically through all modules and levels. Each thread is led by a designated champion, ensuring consistent skill development, assessment alignment, and pedagogical integration. While the original ASD model included six themes- Agile, META Skills, Security, Sustainability, Business, and Technical Knowledge, the framework is intentionally adaptable. When repurposed, these can be replaced with threads relevant to any discipline, such as Digital Literacy, Sustainability and Global Citizenship, Employability and Professional Identity, Research and Inquiry, Communication and Leadership, or Personal Wellbeing and Reflection. This approach is grounded in constructive alignment (Biggs & Tang, 2011), ensuring that outcomes, teaching, and assessments form a coherent learning journey. It draws on distributed leadership (Kezar & Holcombe, 2017; Hargreaves & O’Connor, 2018) by empowering staff to act as champions for thematic areas, building collective responsibility and pedagogical innovation. It also reflects Kolmos, de Graaff & Du’s (2016) principles of interdisciplinary, problem-based learning, enabling students to connect theory with authentic, real-world challenges. The model supports leaders in: • creating vertical coherence across curricula (A1, K2, LTESV10); • embedding employability, sustainability, and inclusivity (A3, V2, V4, LTESV3, 7); and • fostering collaborative professionalism among staff teams (A5, V5, LTESV8). By combining pedagogical coherence with shared leadership, the Thread Leader Model offers a scalable and transferable tool for programme leaders seeking to integrate authentic, future-focused learning across disciplines.

A comprehensive timetable with meeting links, a proposed timeline for guided study and important dates.

Music in Educational and Community Context 2. Assignment 1 Teaching Resource Proposal - Marking rubric

In this section we will consider the COVID-19 pandemic and how this virus can impact people living with dementia in care homes in particular.  Importantly, we will also look at the significance of your role and what actions you can take to provide optimum care to people living with dementia during COVID-19.

This section aims to raise awareness of how it feels to be a person living with dementia. The series of films embedded below, follow the journey of an older woman called Barbara through her healthcare journey as her dementia gradually advances.

The COVID-19 pandemic has heightened the complexities of care for people living with dementia. There is evidence that COVID-19 has disproportionately impacted people living with dementia. Evidence also suggests that an appropriately trained dementia workforce enhances confidence and competence, thereby promoting positive care experiences both for staff, people living with dementia and their families.

This section aims to raise awareness of how it feels to be a person with dementia. The series of films embedded below, follow the journey of an older woman called Barbara through her healthcare journey as her dementia gradually advances.

This section aims to raise awareness of how it feels to be a person with dementia. The series of films embedded below, follow the journey of an older woman called Barbara through her healthcare journey as her dementia gradually advances.

The COVID-19 pandemic has heightened the complexities of care for people living with dementia. There is evidence that COVID-19 has disproportionately impacted people living with dementia. Evidence also suggests that an appropriately trained dementia workforce enhances confidence and competence, thereby promoting positive care experiences both for staff, people living with dementia and their families. DEHC is an extension and adaptation of the tailored COVID 19 Dementia Education for Care Homes [CODECH] that was recently developed by Dr Leah Macaden, Senior Lecturer in Nursing from the University of the Highlands & Islands and a Churchill Fellow from 2019, networking with two other Churchill Fellows from the Highlands - Mrs. Ann Pascoe (Founder/Director: Connecting Communities & Churchill Fellow 2012) and Ms Ruth Mantle (Alzheimer Scotland NHS Highland Dementia Nurse Consultant & Churchill Fellow, 2016) and a team of experts with a wide range of subject, pedagogy and clinical expertise. Resources on sensory impairment/s in dementia include contributions from Agnes Houston (Churchill Fellow, 2016).  DEHC was funded by the COVID – 19 Action Fund of the Churchill Fellowship.

In this section we will consider the COVID-19 pandemic and how this virus can impact people living with dementia in care homes in particular.  Importantly, we will also look at the significance of your role and what actions you can take to provide optimum care to people living with dementia during COVID-19.

This section aims to raise awareness of how it feels to be a person living with dementia. The series of films embedded below, follow the journey of an older woman called Barbara through her healthcare journey as her dementia gradually advances.

The COVID-19 pandemic has heightened the complexities of care for people living with dementia. There is evidence that COVID-19 has disproportionately impacted people living with dementia. Evidence also suggests that an appropriately trained dementia workforce enhances confidence and competence, thereby promoting positive care experiences both for staff, people living with dementia and their families.

This course provides an overview of what GBV is and will help develop your understanding of how it affects individuals and the wider campus community. The course also offers guidance on how to recognise and respond sensitively to a disclosure from a GBV victim-survivor.

To illustrate the importance of instrumented monitoring and feedback of a physical variable in an engineering system

Choose to Lead High Life Highland Leadership Award SCQF Level 5

The award is composed of 2 units: Unit 1 - Prepare To Lead – worth 1.0 credit at SCQF level 4 Unit 2 - The Active Leader – worth 3.0 credits at SCQF level 4

A flyer that outline the LTA Connect theme for 2024-2025 academic year which was compassionate pedagogies. It also provides links to resources and recordings.

Workbook to support the College Development Network (CDN) and UHI Inverness Sessions, GenAI Application Designing lesson, materials and assessments.

This workbook was part of a 2 hour, online session delivered in collaboration with College Development Network, CDN. It offers insight into using AI for beginners, it covers the basics to prompting, ethical awareness and privacy considerations when inputting data into these tools. It includes reflective prompts for educators to use to support there professional practice.

Workbook to support online session, in collaboration with College Development Network.

Targeted course specific communications to email to applicants at regular intervals on the run up to the beginning of their programme. The purposes of these communications are to inform applicants about their chosen course, to prepare them to be ready to start studying, and to reduce anxiety.

A presentation given by Kelly France, Quality Framework and Enhancement Lead at the Annual Associate Dean and Quality Manager Forum in January 2025. The presentation was used to facilitate discussions to shape changes to improve the annual quality monitoring process. Ensuring it is sustainable, evidences quality assurance measures and promotes and implements enhancement opportunities.

In Summer 2024, the Institute for Northern Studies surveyed our PGR students about their student experience and the support they receive. The feedback contained three main themes. Firstly, both on-campus and distanced students desired more opportunities to meet and interact with staff and their fellow PGRs. Secondly, PGRs reported that they wanted a central, accessible place where useful information and resources were stored. Thirdly, some of our PGRs asked for bespoke training workshops better focused to their research interests and concerns. In response to this, and recent research which has highlighted the importance of cultivating an inclusive and supportive research environment for PGR students (Brown 2019; Holbrook et al 2014; Thomas et al 2021), INS decided to create a virtual research community. The PGR Hub is a research community page with an attached MS Teams space. Through events, discussion boards and forums, PGRs can engage with staff and others within their cohort. The Hub also acts as an announcement board, training space and resource depository. It is hoped that the information held on this page might inspire other and/or act as a template for other departmental PGR Hubs.

This template/chart could be repurposed by anyone planning a large-scale, in person University event.

A copy of presentation slides from an interactive input on immersion pedagogy delivered to the Core Group for Literacy and Gaelic, Curriculum Improvement Cycle, Education Scotland on 8/3/25.

This digital artefact reflects the way I created a student community and learning opportunities for students within a small Higher Education college. This was achieved through the enhancement of the library’s appearance and the creation of a student info

This is the PowerPoint accompanying my LTA Connect Seminar. It contains a summary of key reflections, examples and pointers for staff and managers considering embedding co-design in their teaching.

I was accepted onto the Undergraduate Teaching Assistant (UTA) Programme. This programme involved developing and delivering lectures to HNC students studying anatomy and physiology. The UTA programme is an advance HE funded initiative to support undergraduate students to engage in and develop approaches to learning and teaching.

A creative workshop method for exploring thoughts and feelings about climate change. It takes about 45 minutes.

This digital artefact was created using TeacherMatic. TeacherMatic is an approved and licenced UHI Perth AI tool crafted to ease teacher’s workloads and enhancing productivity. TeacherMatic comes with saving time with the use of the generators, allowing teachers to spend more time with students and other areas to improve the teaching and learning experience. Interested UHI Perth staff can get full-licence account from the Teaching, Learning and Quality Enhancement department. url: Teachermatic.com This has helped me in my feedback section i.e. marking, grading and providing feedback to the students. The rubric was created by me specifying the various categories and criteria to be used and there was no prompt from any other sources. After creation it was thoroughly checked for errors and blunders and non was found, it serves the purposes it was created for and was integrated into the Brightspace for use.