Masters Level Teaching, Learning and Assessment : Issues in Design and Delivery.

Cover -- Contents -- List of figures and tables -- Preface -- Series editor's preface -- List of contributors -- List of abbreviations -- Part 1 The Master's experience -- 1 Master's perspectives -- 1.1 Being a student and teacher -- 1.2 My Master's experience as student and teacher -- 1.3 Researching the Master's student experience -- 1.4 Understanding students' needs in theatre practice -- 1.5 Defining issues for mastery -- 2 The diversity of Master's provision -- The Master's market -- Quality frameworks -- 3 Aspects of mastership -- 3.1 Master's education in China -- 3.2 The Master's experience in Canada -- 3.3 The influence of Bologna on the student experience: a case study from Portugal -- 3.4 Exploring the experience of and support needs of part-time Master's students -- Conclusion -- Part 2 Transition matters -- 4 Transition issues for course designers -- 4.1 Transition to postgraduate study: overlooked and underestimated -- 4.2 Principles for reviewing the taught postgraduate induction curricula -- 4.3 Effective interventions for maintaining Master's student motivation -- 4.4 Issues and resources for transition: a personal reflection -- 5 Effective induction activities -- 5.1 The Belonging Cube: an induction activity to recognise and celebrate diversity -- 5.2 Using formative assessment during induction -- 5.3 Exploring critical thinking with Chinese students during induction -- 5.4 Study skills for Master's level, 'through the looking glass' of Chinese students -- Conclusion -- Part 3 Effective experiential learning -- 6 Supporting international postgraduate learners across a business school -- Contextualisation of academic skills within subject specialisms -- Putting theory into practice -- Assessment -- Conclusion -- 7 Writing matters -- 7.1 Supporting students to develop Master's level writing skills.

7.2 Reflective writing with students on an LLM for practising Lawyers -- 7.3 Teacher-student experiences of collaborative writing at Master's level -- Conclusion -- 8 Integrating university-wide support -- 8.1 Central support for Master's student dissertation work -- 8.2 Employability skills for Master's students -- Conclusion -- 9 Problem-based learning in practice -- 9.1 Using problem-based learning in a Master's level computing module -- 9.2 'Real-world' student experience at Master's level in Art and Design: case studies from Glass and Ceramics, -- 9.3 Issues for professional Master's: bringing the real world into the classroom -- Conclusion -- Part 4 Assessment -- 10 Assessing well at Master's level -- Introduction -- Distinguishing Master's and undergraduate level expectations -- Assessment methods and approaches in use at Master's level -- Good practice in assessment at M-level -- Conclusion -- 11 Creative assessments -- 11.1 Using blogs when assessing Master's level Childhood and Youth Studies students to foster skills and confidence -- 11.2 Using portfolios to assess M-level Music Performance students -- 11.3 Authentic assessment in an MEd Psychology of Education -- 11.4 A group work assessment for distance learners on an MSc Facilities Management programme -- 11.5 Patchwork portfolio assessment -- 11.6 Managing student diversity and learning through group formative assessment -- Mastering Master's level assessment: beyond the dissertation -- Part 5 Curriculum design -- 12 Curriculum design to provide learning as a social practice -- Pedagogical design -- Reflections and lessons learnt -- 13 Lessons learned from distance learning -- The MSc in GIS distance learning programme -- Lessons learned -- Are distance learning degrees as 'good' as face-to-face courses? -- Conclusion -- 14 Curriculum opportunities.

14.1 Many amongst equals: the challenge of teaching and working in partnership with tutor-practitioners, -- 14.2 Embedding reflective practice and creativity to link a modular curriculum -- 14.3 Designing a Master's programme in GIST to meet professional expectations in the workplace -- 14.4 Cross-crediting a Master's programme in the UK and Pakistan -- 15 Rethinking Master's level design and support -- Pre-course design considerations -- Designing M-level programmes -- Advising Master's students -- Conclusion -- 16 Afterword -- References -- Index.

Description based on publisher supplied metadata and other sources.

Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.