Curie Scott

Reflection on team teaching and genuine joy in teaching.. This week was the 2nd of our team taught workshops with Y1 UGs on stereochemistry. This is a class with 220+ registered students in a large lecture theatre. Three teaching focused academic staff, my colleague who is the lecturer for the content, me and a colleague. The teaching room in many ways isn't ideal, if someone is in the middle of the tiered lecture theatre it's difficult for me to get to them. The lecturer designs some problems and we get the students to attempt these while we go around and facilitate their learning. So from my perspective, I am facilitating in a 'lesson' I haven't planned myself (alien to me from my school perspective). And this week (and to be honest, last week) it was an absolute joy. This made me reflect on why it was so enjoyable and effective. Here are the obvious things off the top of my head. - The problem set was sent out to all of us teaching a little before the session, this meant we could have a think about where students might get stuck and what teaching aids we might bring. For example I always take a few spare pencils and also a mini whiteboard and pen as I can be communicating across a lot of people and I need something largish they can see), my colleague often brings some pre-made molecular models. - The same problem sets are not just rolled out every year e.g. workshop 1, workshop 2, do not contain the same content each year, they change depending on what is observed in the various teaching sessions that contribute to the delivery of that knowledge. So if students seem to be struggling with something then more of that might be added, or if they're flying with it we can move on or stretch. This keeps things relevant to the students and helps to make them not feel patronised or bored. - There is a high degree of trust between the staff teaching in the room. I have been working with these colleagues for a while and there's a strong relationship between us. We have neighbouring offices on the same corridor and we talk about teaching and learning all the time. If we're in the building it's highly unlikely we won't be popping in and out of each others' offices. - There were enough students in the room who were open to interacting with us to help things move along. Some students aren't confident to talk to the academics (the first few months of university are pretty overwhelming) but they gain confidence from the interactions of those around them. - Amongst the teaching staff we directly teach enough of the students in a different context to know a few names, more faces and a fair bit about them as students. A few questions arise from this... - How can we get the best teaching if there isn't a high degree of trust between staff? (For example there's high staff turnover in high school teaching) - I don't think I have every properly team taught in my nearly 20 years of teaching in schools, should we do this more?

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Want to study for a PhD with us? 😁 Fully funded Graduate Teaching Fellowships are available: 🟢£19,237 annual maintenance grant 🟢Full coverage of PhD programme fees 🟢Higher education teacher training and practice. Check out the link below for more info 👇🏼 💻https://lnkd.in/exgmY7g8 ⏰️ Deadline to apply is the 6th January 2024 ✅️ Some additional tips 🟠 Tailor any pre application informal inquiries if contacting potential PhD supervisors. Read widely around their interests and take note of active research areas on their profile pages and via the research centres (see link below) 🟠 Research widely around your potential topic and evidence a carefully crafted set of research questions, gaps in the literature, clear identification of methods and potential contributions 🟠 Ensure your proposal is well evidenced with appropriate citations from reputable sources University of Liverpool Management School University of Liverpool #PhD #Marketing #students #University #thesis #research #scholarship #Universityofliverpoolmanagementschool #management

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Join Us for an Engaging NIHR (National Institute for Health and Care Research) ARC Wessex Talk: "Building Bridges: Elevating Research Culture in Social Care through Collaboration, Qualitative Insight, and Relationship-Driven Impact" Are you passionate about advancing research in social care? Curious about how collaboration with local authorities and a focus on qualitative research can transform outcomes? In this insightful session, we will explore: The Power of Partnerships: Discover how working closely with local authorities can enhance the relevance and reach of research in social care. The Value of Qualitative Research: Learn why qualitative methods are crucial in understanding the complexities of social care and shaping more effective policies and interventions. The Importance of Relationship-Building: Uncover the role strong, trust-based relationships play in fostering a rich research culture that benefits both researchers and communities. This talk is essential for anyone involved in social care, research, or policy-making who is eager to contribute to a more dynamic and impactful research environment. Free online talk 12-1pm tomorrow Thursday 19th September as part of NIHR (National Institute for Health and Care Research) ARC Wessex Social Care Lunchtime Seminars. Speaker: Dr Rachel Harrison Join on Zoom: Meeting ID: 845 7475 5038 Passcode: 058408 https://lnkd.in/e7iiJ4E3

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🥳 As part of my #PhD journey on #studentmothers #careerdevelopment🎓  Excited to share my first authored article: “Student Parents and Carers Need Graduate Employability Support: Recommendations for Employability Practitioners” Universities and their employability staff must tackle the inequities that make diversity seem like a disadvantage in securing work-integrated learning and graduate employment. With more equity groups enrolling, it’s crucial to ensure everyone has access to employability opportunities. Student parents and carers, a growing yet often overlooked group, need support. In my provocation, I explore the current landscape and offer recommendations. 👏 Thanks to Deakin University's Journal of Teaching & Learning for Graduate Employability for the opportunity to share my work. #JTLGE and it's team, special issue editor members that include Lauren Hansen Bonnie Amelia Dean Michael Healy. I appreciate the opportunity to join a list of other authors in this special edition – including , Cristy Bartlett PhD Adrian Buck Elizabeth J. Cook (PhD) Jennifer Luke Michael O'Connor and many more. Pdf https://lnkd.in/gTTHzqbh LINK to special issue>> https://lnkd.in/gFxEnDgE #HigherEducation #Employability #Diversity #Inclusion #StudentParents #CareerDevelopment #WorkIntegratedLearning

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This week we have welcomed the next cohort of health psychology MSc trainees. In the two-day induction, we have: *Introduced the staff, *Explored places off campus in the lunch break to set the habit of getting outside during the teaching day *Undertaken a baseline skills assessment so that when they repeat the assessment on the day they hand in their dissertations, trainees will be able to see how far they have come and how much they have grown in competence and confidence. *Thought about research, research methods and dissertation plans *Looked at how to live well with impostor phenomenon *Explored the history and context of health psychology *Got to know our professional bodies (BPS, HCPC, PPN) *Learned how to write reflectively *Thought about how to work with balance * Written our 'working with balance' implementation intentions on a beautiful postcard (designed by Dave Thompson - https://lnkd.in/dVQ2kmmy ) *And finally, we watched the video message recorded by the previous cohort of trainees, handing on the batton to the new cohort. It was lovely to welcome the group to the MSc. Looking forward to teaching starting next week.

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**New publication** Our #postvention study explored the experiences of #NHS staff affected by a #ColleagueSuicide. Our findings have now been published. https://lnkd.in/efNdXt_4

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https://lnkd.in/etuamHyp A Comprehensive Guide to UCAT Universities in the UK Introduction to UCAT and its Importance The University Clinical Aptitude Test (UCAT) is a critical standardized examination for students aspiring to enter medical schools in the UK. Administered annually, the test serves as a key criterion for admission into Bachelor of Medicine and Bachelor of Surgery (MBBS) programs across various UCAT universities. The UCAT aims to evaluate a candidate’s cognitive abilities, professional behaviors, and attitudes deemed essential for a career in medicine. UCAT UK Test Format The UCAT is structured into five distinct sections: Verbal Reasoning, Decision Making, Quantitative Reasoning, Abstract Reasoning, and Situational Judgement. Each section is designed to assess different skill sets. Verbal Reasoning evaluates the ability to critically analyze written information. Decision Making tests the ability to apply logic to reach decisions. Quantitative Reasoning focuses on numerical problem-solving skills. Abstract Reasoning assesses the capacity to identify patterns and relationships. Finally, the Situational Judgement section measures the aptitude for understanding real-world scenarios and ethical dilemmas. A Good UCAT Score is Essential for Medicine Admissions in the UK Scoring well in the UCAT is crucial for students aiming to study medicine in the UK. UCAT scores are often used in conjunction with other academic criteria to shortlist candidates for interviews and further assessments. Different universities place varying levels of emphasis on the UCAT; for instance, Cardiff University (Cardiff UCAT) and Keele University (Keele UCAT) have specific score requirements that applicants must meet. The UCAT UK is a competitive test, and a high score can significantly enhance an applicant’s chances of securing a place in their desired medical program. Overview of UCAT Consortium Universities The University Clinical Aptitude Test (UCAT) is a pivotal component of the admissions process for aspiring medical students in the United Kingdom. Administered by the UCAT consortium, this test is a mandatory requirement for candidates seeking admission to one of the 40 universities that participate in the consortium. These institutions leverage the UCAT to evaluate the cognitive abilities, attitudes, and professional behaviors necessary for a successful medical career. The UCAT consortium universities include prestigious institutions such as Cardiff University, Keele University, and many others. Each university utilizes the UCAT as a standardized measure to ensure a fair and competitive admissions process.

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#NewPublicationAlert We are concerned about access to healthcare services for urban slum dweller. This study suggests that it's time to link up informal providers in urban slums to formal providers, so as to optimize healthcare services in slums. enjoy the read. https://lnkd.in/dXtv8Cn4

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I somehow cannot believe it is finally published Dr Cara Courage and I began talking about this idea in 2020, our first cohort meeting was Sept 2022 and finally 16th April 2024 its published. Thank you to all who supported the project and our amazing cohort of almost 60 authors! We will be resharing their posts so you can find out more about their chapters. TOC here https://lnkd.in/eryriv_q #TraumaInformed #Placemaking #SDG3 #SDG13 Lizbeth Goodman UCD EngArch Elizabeth Bruton UCC Planning Society PlacemakingUS Placemaking Europe PlacemakingX Simon Keogh Johanna Varghese Chris Chapman Louise Allen Tasha Golden, PhD Dr. Daithí Ó Murchú Trauma Informed Placemaking offers an introduction to understanding trauma and healing in place. It offers insights that researchers and practitioners can apply to their place-based practice, learning from a global cohort of place leaders and communities. The book introduces the ethos and application of the trauma-informed approach to working in place, with references to historical and contemporary trauma, including trauma caused by placemakers. It introduces the potential of place and of place practitioners to heal. Offering 20 original frameworks, toolkits and learning exercises across 33 first- and third-person chapters, multi-disciplinary insights are presented throughout. These are organised into four sections that lead the reader to an awareness of how trauma and healing operate in place. The book offers a first gathering of the current praxis in the field – how we can move from trauma in place to healing in place – and concludes with calls to action for the trauma-informed placemaking approach to be adopted. This book will be essential reading for students, researchers and practitioners interested in people and places, from artists and architects, policy makers and planners, community development workers and organisations, placemakers, to local and national governments. It will appeal to the disciplines of human geography, sociology, politics, cultural studies, psychology and to placemakers, planners and policymakers and those working in community development.  

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Just want to re-post my publication in Feb at Children and Youth Services Review (JCR Q1). For people who research young people with care experience, you may find this interesting DOI: https://lnkd.in/gFZW74dq

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Second of our coproduction workshops within our NIHR (National Institute for Health and Care Research) realist synthesis of service models for psychosis. A good challenge from stakeholders to the team regarding our work to identify the conditions for positive impact from different service configurations. Imperative that we develop the scope of our programme theory and recommendations to both explain and resolve inequity linked to mental health care #psychosis #realistsynthesis #researchcoproduction

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Here are a few of the books that I recommended in a training session that I recently delivered. The session explored connection, disconnection and trauma*. 📚 Each one of these books has had profound elements that have stuck with me. And each has brought personal and professional learning and growth. 🌟 These books have resonated in the harshest of times, including traumatic bereavement through the loss of my brother, followed by the death of my grandmother in a domestic violence incident, and associated experiences. ☔️ And they are at the heart of my approach to coaching. 🫂 For me, the journeys presented within each book came back to the same (very familiar and very beautiful) thing... the healing power of CONNECTION. 🤝 Where there is disconnection and trauma there is immense power in (re)connecting with aspects of self, with trusted others, and with a safe, joy and awe-filled experience of the world. As professionals (or perhaps personally as individuals) we might use different tools to get there, but ultimately these (re)connections are at the heart of what we do and what we’re aiming for. 🎯 If you've read any of these books I'd love to hear your thoughts in the comments! 🗣 ------------ Thank you to Bessel van der Kolk, Julia Vaughan Smith, Gabor Mate, Dr. Mariel Buqué, Stephen Porges, Seth Porges, Deb Dana, Gabriel Kram, Owen Eastwood, and Geoffrey Cohen. * With thanks to Animas Centre for Coaching for inviting me to be part of their 20 week Trauma and Coaching programme. I'll be presenting again in 2025 on their Mental Health in Coaching programme. #connection #belonging #trauma #traumainformed #traumainformedleadership #traumainformedcoaching #coaching #mentalhealth #recommendedreading

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Fully funded PhDs here at NTU - both with great supervision teams: How does information from faces and voices combine to inform judgments of witness trustworthiness and believability? Examining the Impact of Trauma on the Economic Integration and Well-Being of Female Asylum Seekers in the UK: A Study of Systemic Inequalities and Barriers

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The Contribution of Microbusinesses, weekly talkshow on Radio Sangam. Yesterday's podcast is here just in case if anybody is interested. Generally the talk is English, but yesterday's talk was a mix of English and Urdu as requested by some listeners. Yestarfday's talk focused on "How human capital resources are generated and developed and how these resources contribute to sustained competitive advantage in ethnic minority microbusinesses?" https://lnkd.in/etMqCSsc

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My chapter 'Ending Up in Academia: A Story of Multiple Transitions' in this exciting book builds on my PhD research on primary to secondary school transitions and sociological theory to reflect on transitions in my own career and development as a researcher. Fantastic to see it all coming together! 

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🗳️Opinion poll. 🌟I am someone who genuinely enjoys reading others CVs as it always gives me ideas of how to improve the style of my own. 🤔 My question and perhaps this is geared more towards the graduate health academic community. Do you list award nominations, in your awards section? 👏🏻 Thanks in advance for your thoughts ! #academics #resume #healthcare

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