John Corbett

Employability projects for non-vocational disciplines: 

Employability projects for non-vocational disciplines John Corbett Department of English Language University of Glasgow

From The Invention of Love by Tom Stoppard: 

From The Invention of Love by Tom Stoppard Jackson: I’ve never thought of it before, but in a way the Patent Office is the gatekeeper to the new age. Housman: An Examiner of Electrical Specifications may be, but it’s not the same with us toiling down in Trade Marks. I had sore throat lozenges today, an application to register a wonderfully woebegone giraffe – raised rather a subtle point in Trade Marks regulation, actually:

Slide3: 

Housman: …it seems there is already a giraffe at large, wearing twelve styles of celluloid collar, but, and here’s the nub, a happy giraffe, in fact a preening, self-satisfied giraffe. The question arises – is the registered giraffe Platonic?, are all God’s giraffes in esse et in posse to be rendered unto the Houndsditch Novelty Collar Company?

Slide4: 

Jackson: It’s true, then – a classical education fits a fellow for anything.

How to prepare students for anything?: 

How to prepare students for anything? Provide a set of rich learning experiences Ensure that skills learned are transferable Encourage reflection on the skills learned

Reflection for 1st year undergrads: using moodle: 

Reflection for 1st year undergrads: using moodle

Reflection for 1st year undergrads: using moodle: 

Reflection for 1st year undergrads: using moodle

Reflection for 1st year undergrads: using moodle: 

Reflection for 1st year undergrads: using moodle

Reflection for 1st year undergrads: using moodle: 

Reflection for 1st year undergrads: using moodle

Reflection for 1st year undergrads: using moodle: 

Reflection for 1st year undergrads: using moodle

Reflection for 1st year undergrads: using moodle: 

Reflection for 1st year undergrads: using moodle

Reflection for 1st year undergrads: using moodle: 

Reflection for 1st year undergrads: using moodle

Reflection for 1st year undergrads: using moodle: 

Reflection for 1st year undergrads: using moodle

Reflection for 1st year undergrads: using moodle: 

Reflection for 1st year undergrads: using moodle

Reflection for 1st year undergrads: using moodle: 

Reflection for 1st year undergrads: using moodle

Reflection for 1st year undergrads: using moodle: 

Reflection for 1st year undergrads: using moodle

Issues: 

Issues Resource is easy to ignore Resource isn’t (yet) interactive enough Resource tends to treat skills as independent of students (difference between teaching a set of skills to students and encouraging students to become skilled people)

Issues: 

Issues Resource is there for those who want it Resource brings together relevant material in a one-stop shop Resource doesn’t necessarily take away class time from subject specific content Resource can be improved…given imagination and time.

Enriching the learning experience: a 4th year project: 

Enriching the learning experience: a 4th year project

Enriching the learning experience: a 4th year project: 

Enriching the learning experience: a 4th year project

Enriching the learning experience: a 4th year project: 

Enriching the learning experience: a 4th year project

Enriching the learning experience: a 4th year project: 

Enriching the learning experience: a 4th year project

Enriching the learning experience: a 4th year project: 

Enriching the learning experience: a 4th year project

Enriching the learning experience: a 4th year project: 

Enriching the learning experience: a 4th year project

Enriching the learning experience: a 4th year project: 

Enriching the learning experience: a 4th year project

Enriching the learning experience: a 4th year project: 

Enriching the learning experience: a 4th year project

Issues: 

Issues Resource encourages group work for a public beyond the classroom Resource stimulates ‘real-world’ connections to be made Resource encourages critical thinking (ie by allowing fielded discussions with established authors) Resource encourages student autonomy within a guided framework of varied tasks

Issues: 

Issues Difficult to coordinate extracurricular participants – need a responsible person in each major international group Difficult to balance real-time interaction and virtual interaction amongst Glasgow students – why go online when you can meet in the Union?

esharp: preparing postgrads for the shark pool: 

esharp: preparing postgrads for the shark pool

esharp: preparing postgrads for the shark pool: 

esharp: preparing postgrads for the shark pool

esharp: preparing postgrads for the shark pool: 

esharp: preparing postgrads for the shark pool

Issues: 

Issues Instead of training postgrads in a discrete set of skills, esharp poses a ‘real-world’ global, holistic challenge that requires the development of skills, including: Writing, editing, e-publishing Organising conferences Training up peers and successors Getting funding