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2017 Teaching and Learning Conference “Building an Academic community: engaging our students”

POWER, Jess and Jarvis, Christine (2017) 2017 Teaching and Learning Conference “Building an Academic community: engaging our students”. University of Huddersfield Press, Huddersfield. (Unpublished)

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The 2017 Teaching and Learning Conference “Building an Academic community: engaging our students” at the University of Huddersfield brought together over 200 delegates from across the seven schools and services, to consider approaches that would support the development of an inclusive, high achieving academic community. The morning started with an overview of the University’s achievements and successes in Teaching and Learning since the 2016 conference “Bridging the Gaps: redefining excellence in Teaching and Learning”. The reflective summary noted the prestigious Gold Award in the recent Teaching Excellence Framework, our unbroken succession of National Teaching Fellowships, which spans ten years; the strong relationships between research and teaching and the University’s excellent employability record, which demonstrates the relevance of our teaching to industry, commerce, the public sector and the community. Colleagues, students and the wider network of partners and collaborators were thanked for their contribution, enthusiasm, and commitment to excellence and innovation in Learning and Teaching. The most recent acknowledgement from the sector in testimony to Huddersfield’s Excellence in Teaching and Learning (T&L) was received the week prior to the conference, when the University won the Higher Education Academy’s inaugural Global Teaching Excellence Award, beating 26 finalists from across the world.

Item Type: Book / Proceeding
Uncontrolled Keywords: teaching, learning, education, support, academic, research
Faculty: School of Business, Leadership and Economics > Business, Management and Marketing
Depositing User: Library STORE team
Date Deposited: 19 Jan 2018 16:46
Last Modified: 19 Jan 2018 16:46
URI: http://eprints.staffs.ac.uk/id/eprint/4066

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