This session will give an overview of the process relating to running effective Board of Examiner meetings. Participants will be given up-to-date guidance about the Credit Framework and related examination conventions / procedures for the classification of awards, in accordance with Annexes J and K of the Code of Practice.

The relevant policies and procedures will be reviewed, and there will be time for questions and discussion.

This session will not cover the arrangements for the pilot operation of Modules Boards this year, which are being rolled out in discussions with the four schools concerned.

Lunch will be available from 12:45 to 13:15pm

This session will be of particular interest to staff/external examiners involved in organising, attending or recording Board of Examiner meetings.

This session will look at three case studies, one from each faculty.

Different models of implementing Academic Advisers will be discussed, including the pros/cons of the new systems and ways of adapting the new system to existing adviser systems.

There will be time for discussion.

This session will be of interest to staff involved in the Academic Adviser system; particularly those responsible for implementing new ways of working.

This session will give an overview of the process relating to running effective Board of Examiner meetings. Participants will be given up-to-date guidance about the Credit Framework and related examination conventions / procedures for the classification of awards, in accordance with Annexes J and K of the Code of Practice.

The relevant policies and procedures will be reviewed, and there will be time for questions and discussion.

This session will not cover the arrangements for the pilot operation of Modules Boards this year, which are being rolled out in discussions with the four schools concerned.

Lunch will be available from 12:15 to 13:15pm

This session will be of particular interest to staff/external examiners involved in organising, attending or recording Board of Examiner meetings.

This session will give an overview of how the Reading List system now in use by Schools and the Library is benefiting both staff and students. The speaker will also explain how to make the most of the Liaison Librarian contacts and related services available.

After a break and discussion, there will be a short presentation on the Templeman Library Redevelopment project, and how the works are being scheduled over the next few years.

12:00 - Lunch
12.30 - 1pm - Presentation
1-1.15 - Discussion and coffee
1.15 - 1.35 - Templeman presentation
1.35-1.45 - Questions and wrapup

This session will be of particular interest to staff organising learning resources for students, and, who use Library resources themselves.

Malcolm will outline the basic university requirements relating to module specifications, while each Faculty Director of L&T will discuss particular aspects to be considered within each faculty.

There will be time for questions and discussion.

This session will be of particular interest to staff involved in writing module specifications or who are involved in managing the overall process of writing or approval of module specifications.

Jude Carroll worked for several decades as an educational developer at Oxford Brookes University in the UK, where she took on a wide range of responsibilities but specialised in managing student plagiarism and in effective teaching of international students. She researches, writes and presents around the world on aspects of managing plagiarism. She is the author of The Handbook for Deterring Plagiarism in Higher Education (2007, 2nd ed) and with Dr Janette Ryan, she co-edited the widely used text Teaching International Students: improving learning for all (2005: Routledge). In 2009, Jude was awarded a UK National Teaching Fellowship in recognition of her work in both fields. In 2012, she completed a six month study tour of secondary and tertiary teaching in Australia, New Zealand and India, including visits to IB schools.

Plagiarism Forum day with Jude Carroll: Author of the Handbook for Deterring Plagiarism in Higher Education.

Registration 9:00 - 9:15

9:15 - 9:30 Welcome: Dr Louise Naylor

9:30 - 11:00 Plagiarism in the classroom
For staff working with and marking student assessments

11:00 - 11:15 Break

11:15 - 12:45 Assessment design
Using assessment design to deter plagiarism

12:45 - 13:30 Lunch

13:30 - 15:30 Managing plagiarism cases
Primarily for staff dealing with cases of plagiarism at School and Faculty level

15:30 Close

This session will be of particular interest to Chairs of Disciplinary Committees and staff managing cases of plagiarism.

Staff can attend all or one session, and each session is aimed at different areas of managing plagiarism:

Session 1: Aimed at staff working with students and particular assessments.
Session 2: Aimed at staff designing assessments and assessment strategies; of interest to module and programme conveners.
Session 3: Aimed at staff managing plagiarism cases and working at Institutional level; of particular interest to Chairs and members of disciplinary committees.

The University introduced Academic Advisers for all new students from September, 2012; to be rolled out over two years.

Academic Advisors have a remit to support students with their academic and professional development, independent learning and personal planning skills and to raise awareness of opportunities to develop graduate attributes for employability.

This session will review the implementation of Academic Advisers in practice, plus highlight the new developments in MyFolio and SDS that will support this process.

• Dan will provide a brief overview of how MyFolio, the University’s e-portfolio, can be used to support the Academic Adviser process.
• Further information is available in LTB paper 59/2012.

This session will be of particular interest to new academic advisers or any staff interested in the new academic adviser system and using MyFolio with students.

The aim of this workshop is to reflect on new ways to administer and assess student coursework.

Written coursework often takes on a similar form and students are required to produce essays or reports. While essay assignments are important, they arguably train some skills more than others. An overreliance on essays can also be detrimental for students’ motivation, and may not always constitute the most efficient form of training to help students achieve their learning outcomes.

The workshop leader will share his experience as a convenor of a final year module that introduced new paperless assignments: a Wikipedia entry and a research poster.

We will discuss:

• the benefits and drawbacks of these initiatives from both the teachers' and the students’ perspective
• practical guidance on how to implement these initiatives in modules
• how the same principles may be applied to create other assessment innovations.

This session will be of particular interest to staff looking for ways to assess coursework while moving away from traditional forms of written assessment.

The TESTA project at Kent examines how programme assessment is experienced by students and how it impacts their learning. The outcomes of reviews of programmes in Medway and Canterbury will be discussed, included the results of focus groups held with final year students. Actions taken by programme teams to improve assessment and feedback in specific Schools will be discussed and general principles for enhancing assessment and teaching practice at module and programme level will be outlined.

This session will be of particular interest to programme conveners, and all staff involved in providing assessment feedback to students.

The TESTA project at Kent examines how programme assessment is experienced by students and how it impacts their learning. The outcomes of reviews of programmes in Medway and Canterbury will be discussed, included the results of focus groups held with final year students. Actions taken by programme teams to improve assessment and feedback in specific Schools will be discussed and general principles for enhancing assessment and teaching practice at module and programme level will be outlined.

This session will be of particular interest to programme conveners, and all staff involved in providing assessment feedback to students.